According to Chapter 5, stereotype threat is likely to affect students' performance when
a. a person of the other gender is taking a test at the same time.
b. a message is processed by the left hemisphere, rather than the right hemisphere.
c. a threatening message is presented through a sound system, rather than in person.
d. people are reminded that they belong to a group that does not do well on the task they are attempting.
Question 2Which of the following is the best explanation of how attitudes may influence gender differences on cognitive tasks?
a. Children tend to react against their parents' stereotypes, especially during adolescence, so girls become overconfident about their math ability.
b. Boys perceive themselves as being more competent than girls, as far as math ability, so this self-confidence can improve their performance.
c. Boys react more strongly when they experience stereotype threat, and so they frequently provide a quick answer that is incorrect.
d. Because boys are more impulsive than girls, they are less likely to develop negative attitudes about cognitive tasks.
Question 3Suppose that you have a friend who teaches high-school mathematics. If this teacher were to question the students in these classes, it would be likely that
a. the females would say that their parents spend longer talking about science with their brothers, rather than them.
b. the females who receive top scores are likely to be fairly feminine.
c. males and females would be similar in their attitudes about math.
d. the males would be somewhat more careful and cautious when they take a math test.
Question 4Which of the following students provides the best summary of the relationship between experience and cognitive ability?
a. Ada: Although boys may spend more time playing math and spatial games outside of school, girls actually have more experience with computers in the classroom..
b. Emmy: Even though boys and girls complete the same number of math courses, girls are shown more often in the textbooks..
c. Hypatia: Boys take more math courses than girls, but girls play more games involving numbers and spatial skills..
d. Sofia: Parents spend more time explaining science and math to boys than to girls..
Question 5What can we conclude about explanations for the gender differences in mathematics ability?
a. The most probable explanation seems to focus on brain lateralization.
b. Some of the gender differences can be explained by the fact that males have more math-related experiences outside school.
c. Socialization does not seem to be a critical factor in explaining gender differences in mathematics ability.
d. In early grade school, teachers have higher expectations for females than for males in the area of mathematics.
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