The Effects Of Sex On Mental Rotation Performance Accuracy And Speed Essay

Miller, Alice H. Eagly, and Marcia C. Linn, it measured gender-science stereotype, “” (2). which is defined as associations that connects science with men more than women. This is believed to come from a lack of representation of women in the relative field. The study notes that putting women in science related fields in media, or having more women in the field, lessons that stereotype. They conducted the experiment by measuring 66 nations, which consisted of 350,000 participants’ explicit and implicit gender-science stereotypes. They found a relationship “between women's representation in science and national gender-science stereotype” (Eagly, Linn, Miller 8). The results of the study concluded that “implicit and explicit measures indicated strong association of science with man” (Eagly, Linn, Miller

Currently, this generation lies in a time of unprecedented growth and change. The last few decades have endured years of transformation thereby allowing for the evolution of the human mind. The evolution of the human mind and its thought process all lies within cultural beliefs; beliefs affect attitudes and attitudes invertedly affect behavior. These behaviors may implement a form of prejudice and discrimination upon a certain group of individuals. Perhaps the most concurred concept revolving around attitudes and behaviors rests upon gender roles. This flawed concept created by man himself has indoctrinated society to acquire a negative perception of women. Women carry a stigma that they are both unintelligent and are subordinate to their

Differences related to gender in spatial memory are most widely described and studied of cognitive sex differences. In 1974 Maccoby and Jacklin established that males usually perform better than females in measures of spatial performance, and this discovery has been constantly replicated in multiple studies covering various developmental stages (McGivern et al. 1997; Lewin et al. 2001) and spatial tasks (Dabbs Jr. et al. 1998; Driscoll et al. 2005).

A common stereotype is that men are predominately better at math than women. In this

O’Brien, L.T., & Crandall, C.S. (2003) Stereotype threat and arousal: effects on women’s math performance. Personality and Social Psychology Bulletin, 29, 782-789.

Gender role stereotyping has been shown to reduce performance of men. However, when women are put in similar situations for them, it was in some ways elevating their social status, and thus this may not have

According to Hetherington and Parke (2002), studies of brain imaging identified that in female bilateralism there were greater amounts of blood flow. The male brain reflects greater lateralization attributing to a higher success rate in spatial tasks and mathematics.

academic gender stereotypes, girls believed they are academically superior to boys F (1,203) = 41.50, p < .001. Furthermore, results show that boys favor the idea that girls are academically superior as they advance through school F (4, 203) = 12.86, p < .001. In academic gender meta-stereotypes results were analyze by using between- subjects ANOVA. Results for the second DV provided insight on girls belief of academic gender meta-stereotypes did not increase as they advance through school F (4, 203) = 0.52, p = .719 whereas boys believe that adults seeing girls as academically superior did increase as they advance through school F (4, 203) = 12.24, p < .001. Findings in the current study suggest that boys believe that girls are academically superior to them, but they also believe that adults share the same belief as they do (Hartley & Sutton, 2013).

This is a factor called “Stereotype Threat Theory which states that subgroup differences can typically be triggered by making the subgroup aware of the negative performance stereotype” (Palumbo and Steele-Johnson page#). African American and Latino students enrolled in college, that are enrolled in math and science courses score much lower on tests when reminded beforehand of their race or gender. Minorities are notn’t the only ones vulnerable to Stereotype Threat Theory (Paul). We are all vulnerable to stereotypes;, a study on white male math and engineering majors did worse on a math test when they were told the test was to determine “why Asians appear to outperform other students on tests of math ability” (Paul). By extensive research and tests conducted on stereotypes and Stereotype Threat Theory it can be concluded that stereotypes have a possible social-psychological brain mechanism that affects academic testing performance (Palumbo and Steele-Johnson). In order to fall into a stereotype category you need to be able identify yourself by gender or ethnic group (Hunt and Carlson 195). One of the last factors that maybe influence one’s intelligence is

Dr. Boucher has conducted many different researches, most of which are under the category of stereotype threat. Stereotype threat focuses on how stereotypes and prejudices on one’s group impacts them. She has looked at it many different ways: women in science and math fields as well as first-generation college students. This

a simple memory task, there was 100% success.) In an orientation activity, the children were then

Contrary to our original ideas, our research showed us there was not a bias in the areas we thought.

Some of these gender roles and stereotypes have been created due to the differences in physique, thinking, personality, and behavior that is actually present between men and females. Physical differences are more visible to the eye due to the distinction between primary and secondary sex characteristics for each gender. Males have testes, deeper voices, a bigger body type, and more facial hair, where as women have a smaller body, higher voices, ovaries, and wider hips. (Rathus, 2010, p.448). Cognitive differences have to do with the brain and the way men and women

​Historically, men have displayed a stronger spatial memory than women ("Sex Differences in Memory"; Loftus et al. 82). What this means is that men are generally better at remembering things such as where the car is parked, driving directions (Loftus et al. 71) and, as exemplified in "Sex Differences in

Glass begins with a prearranged true-false quiz which shows how many of our preconceived biases about differences between the sexes and how they communicate are actually false (Glass, 1994). Glass (1994) states that women are not statistically shown to be more intuitive than men. However, they have been discovered to be more detail oriented in both their