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Chapter 13
Quick Quiz
1. A set of cultural guidelines for how a person should behave is known as a
a. social role. c. social identity.
b. gender role. d. gender identity.
2. In a study of 12-month-old and 18-month-old boys and girls who were shown pictures of dolls and trucks, at
what age did boys and girls show gender-stereotyped preferences?
a. Both 12-month-olds and 18-month-olds showed gender-stereotyped preferences.
b. 12-month-olds did not show gender-stereotyped preferences, but 18-month-olds did.
c. 18-month-olds did not show gender-stereotyped preferences, but 12-month-olds did.
d. Neither 12-month-olds nor 18-month-olds showed gender-stereotyped preferences.
3. Which of the following was NOT an area in which gender differences were found by Maccoby and Jacklin?
a. verbal ability c. aggression
b. mathematical ability d. touch sensitivity
4. Generally __________ are more likely than __________ to participate in activities that foster spatial skills.
a. preschool boys, adolescent boys c. girls, boys
b. preschool girls, adolescent girls d. boys, girls
5. Girls are more likely than boys to identify facial expressions accurately
a. in infancy. c. in adolescence
b. in childhood. d. at all ages.
6. The preference for same-sex play peaks
a. in preschool. c. in preadolescence.
b. in early childhood. d. in adolescence.
7. Which of the following is an enabling remark?
a. “What do you want to do now?” c. “Drawing is stupid — let’s watch TV.”
b. “My picture’s better.” d. “If you don’t play with me, I won’t be your friend.”
8. According to Kohlberg, gender identity develops in the following order:
a. gender labeling, gender consistency, gender stability.
b. gender consistency, gender stability, gender labeling.
c. gender labeling, gender stability, gender consistency.
d. gender stability, gender labeling, gender consistency.
9. After corrective surgery and hormone therapy girls with congenital adrenal hyperplasia (CAH)
a. are no different from girls without CAH.
b. prefer masculine activities and male playmates during childhood, but not adolescence.
c. prefer masculine activities and male playmates during childhood and adolescence.
d. prefer masculine activities and male playmates during adolescence, but not childhood.
10. Who is likely to have the highest self-esteem?
a. Betty Lou, a girl with many expressive (feminine) traits
b. Addison, a girl with many instrumental (masculine) traits
c. Jackson, an androgynous boy with many instrumental and expressive traits
d. Connor, an androgynous girl with many instrumental and expressive traits
Chapter 13
Quick Quiz Answers
1. Chapter Module: Gender Stereotypes
2. Chapter Module: Gender Stereotypes
3. Chapter Module: Differences Related to Gender
4. Chapter Module: Differences Related to Gender
5. Chapter Module: Differences Related to Gender
6. Chapter Module: Gender Identity
7. Chapter Module: Gender Identity
8. Chapter Module: Gender Identity
9. Chapter Module: Gender Identity
10. Chapter Module: Gender Roles in Transition
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Chapter 13
Gender and Development
MULTIPLE CHOICE QUESTIONS
13.1 A __________ is a set of cultural guidelines for how a person should behave.
a. gender stereotype c. gender label
b. gender schema d. social role
Chapter Module: Gender Stereotypes
13.2 Children forge a ____________________, which is their perception of the self as either male or female.
a. gender stereotype c. gender label
b. gender identity d. social role
Chapter Module: Gender Stereotypes
13.3 Beliefs about how males and females differ in personality traits, interests, and behaviors are referred to
as gender
a. constancy. c. schemas.
b. stereotypes. d. identity.
Chapter Module: Gender Stereotypes
13.4 According to Bob, all women are emotional and gentle. Bob’s beliefs about women
a. are atypical for Americans.
b. show that he sees women as possessing many instrumental traits.
c. are shared equally by adults worldwide.
d. are best described as gender stereotypes.
Chapter Module: Gender Stereotypes
13.5 Paula has traits that are typically associated with females in the United States Paula is most likely to be
described as
a. outspoken. c. emotional.
b. not easily influenced. d. self-confident.
Chapter Module: Gender Stereotypes
13.6 Who has a trait that is considered characteristically male in the United States?
a. Avery, who is excitable c. Chris, who is considerate
b. Pat, who is aggressive d. Austen, who is emotional
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Chapter Module: Gender Stereotypes
13.7 Which of the following is an instrumental trait?
a. independence c. kindness
b. emotionality d. awareness of others’ feelings
Chapter Module: Gender Stereotypes
13.8 Instrumental traits
a. are associated with females.
b. include traits such as emotional and creative.
c. describe individuals who act on the world and influence it.
d. describe individuals who value interpersonal relationships.
Chapter Module: Gender Stereotypes
13.9 Expressive traits
a. describe individuals who value interpersonal relationships.
b. describe individuals who act on the world and influence it.
c. describe individuals who are independent and aggressive.
d. are typically used equally to describe males and females.
Chapter Module: Gender Stereotypes
13.10 Which of the following is an expressive trait?
a. self-confidence c. consideration
b. mechanical aptitude d. dominance
Chapter Module: Gender Stereotypes
13.11 Traits associated with male stereotypes are called __________ whereas traits associated with female
stereotypes are referred to as __________.
a. hormonal; androgynous c. expressive; instrumental
b. androgynous; hormonal d. instrumental; expressive
Chapter Module: Gender Stereotypes
13.12 Cross-cultural studies of gender stereotypes have shown that
a. gender stereotypes are the same in all countries.
b. gender stereotypes are not influenced by one’s culture.
c. Americans have more extreme gender stereotypes than people in other countries.
d. Americans have less extreme gender stereotypes than people in other countries.
Chapter Module: Gender Stereotypes
13.13 Gender stereotypes
a. are limiting because people use them to make assumptions about individuals based on their gender that
may not be true.
b. help people make more accurate inferences about people they don’t know very well.
c. are based on underlying biological sex differences.
d. are similar in all parts of the world.
Chapter Module: Gender Stereotypes
13.14 Who is likely to have the most extreme gender stereotypes?
a. Michael, who lives in the United States c. Masaki, who lives in Japan
b. Ibrahim, who lives in Nigeria d. Nawaz, who lives in Pakistan
Chapter Module: Gender Stereotypes
13.15 Research suggests that, as a typical 5-year-old, Megan most likely
a. has not yet begun to form gender stereotypes.
b. has formed some gender stereotypes, but they are not exactly the same as those of adults.
c. believes more traits are stereotypically masculine or feminine than do adults.
d. has adult-like knowledge of gender stereotypes.
Chapter Module: Gender Stereotypes
13.16 Most children have acquired adult-like knowledge of gender stereotypes by __________ years of age.
a. 3 c. 8
b. 5 d. 11
Chapter Module: Gender Stereotypes
13.17 Children
a. have little knowledge of gender stereotypes when they enter elementary school.
b. are more likely to ignore stereotypes when judging others as they grow older.
c. don’t have adult-like knowledge of gender stereotypes until they are teenagers.
d. consider gender stereotypes to be more binding than moral rules or social conventions.
Chapter Module: Gender Stereotypes
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13.18 As children get older, they __________ stereotypes when judging other children.
a. become more likely to use c. will almost always use
b. become more willing to ignore d. will not change in their use of
Chapter Module: Gender Stereotypes
13.19 Eight-year-old Molly and 4-year-old Anna were told this story: “Jessie is a 5-year-old girl whose best
friend is a boy. Jessie likes to play with trucks.” They were then asked how much Jessie would like to play
with masculine and feminine toys. How would you expect Molly and Anna to reply?
a. Molly and Anna are both likely to say that Jessie would like to play with masculine toys.
b. Molly and Anna are both likely to say that Jessie would like to play with feminine toys.
c. Molly is likely to say that Jessie would like to play with masculine toys, but Anna is likely to say that
Jessie would like to play with feminine toys.
d. Molly is likely to say that Jessie would like to play with feminine toys, but Anna is likely to say that
Jessie would like to play with masculine toys.
Chapter Module: Gender Stereotypes
13.20 Taylor, Rhodes, and Gelman (2009) investigated reasoning about gender-related properties. Which of the
following does NOT accurately describe the researchers’ conclusions?
a. Children and adults claimed greater flexibility in behavioral properties for boys than for girls.
b. Children and adults thought that girls were more likely to be influenced in a masculine direction than
boys were to be influenced in a feminine direction.
c. Children treat the concepts of boy and girl as equivalent to species, in the extent to which features are
inborn, inflexible, and intrinsically linked to category membership.
d. Adults viewed both male and female behavior as more open to the environment and more flexible.
Chapter Module: Gender Stereotypes
13.21 More flexible views of gender stereotypes are associated with
a. European Americans rather than African Americans.
b. older rather than younger children.
c. boys rather than girls.
d. less educated compared to more educated individuals.
Chapter Module: Gender Stereotypes
13.22 Maccoby and Jacklin (1974) summarized results from research studies on
a. gender stereotypes. c. gender identity.
b. gender differences. d. the influence of television on gender role development.
Chapter Module: Differences Related to Gender
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13.23 Maccoby and Jacklin (1974) found that gender differences exist in
a. verbal ability. c. altruistic behavior.
b. achievement motivation. d. suggestibility to influence.
Chapter Module: Differences Related to Gender
13.24 According to Maccoby and Jacklin, girls tend to have greater __________ than boys.
a. verbal skill c. mathematical skill
b. visual-spatial skill d. verbal and mathematical ability
Chapter Module: Differences Related to Gender
13.25 Maccoby and Jacklin reported that gender differences exist in all of the following areas EXCEPT
a. visual-spatial ability. c. self-esteem.
b. aggression. d. verbal ability.
Chapter Module: Differences Related to Gender
13.26 According to Maccoby and Jacklin (1974), which of the following is an established gender difference?
a. Girls are more social than boys. c. Girls have less achievement motivation than boys.
b. Boys have higher self-esteem than girls. d. Boys are more aggressive than girls.
Chapter Module: Differences Related to Gender
13.27 Maccoby and Jacklin’s conclusions about gender differences have been criticized because they
a. included some weak studies in their review.
b. based their findings on only a few studies.
c. did not examine gender differences in verbal and mathematical ability.
d. did not consider the age of children in the studies.
Chapter Module: Differences Related to Gender
13.28 Most developmentalists today believe that gender differences are __________ Maccoby and Jacklin (1974)
suggested.
a. significantly less extensive than c. as extensive as
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b. slightly less extensive than d. more extensive than
Chapter Module: Differences Related to Gender
13.29 Boys typically
a. have better fine-motor coordination than girls. c. are weaker than girls.
b. are healthier than girls. d. are more active than girls.
Chapter Module: Differences Related to Gender
13.30 Girls tend to __________ than boys.
a. be more active
b. be less healthy
c. have better fine-motor coordination
d. be more likely to have an attention-deficit-hyperactivity disorder
Chapter Module: Differences Related to Gender
13.31 Which of the following best reflects gender differences in verbal ability?
a. Only 10 percent of the published studies on gender differences found that females had greater verbal
ability.
b. Girls tend to be better readers than boys, but boys are better writers.
c. Boys have more language-related problems than girls.
d. The quality of speech production is lower in girls than in boys.
Chapter Module: Differences Related to Gender
13.32 Your friend wonders why girls always seem to do better than boys in classes like English where reading
and writing are important. You tell him that, according to your textbook, one possible explanation for
girls’ verbal superiority over boys is that
a. the right hemisphere in the brain may mature more rapidly in girls than in boys.
b. because reading is often stereotyped as an activity for girls, girls may make more effort to master verbal
skills like reading.
c. girls’ mathematical superiority gives them self–confidence that carries over to verbal skills.
d. a dominant gene on the X chromosome may promote verbal ability.
Chapter Module: Differences Related to Gender
13.33 The ability to imagine how an object will look after it has been moved in space is referred to as
a. mathematical ability. c. enabling.
b. mental constancy. d. mental rotation.
Chapter Module: Differences Related to Gender
13.34 On mental rotation tasks,
a. boys’ performance surpasses that of girls and this difference is maintained throughout childhood and
adolescence.
b. girls’ performance surpasses that of boys and this difference is maintained throughout childhood and
adolescence.
c. boys and girls perform similarly until adolescence at which time boys’ performance surpasses that of girls.
d. boys and girls perform similarly throughout childhood and adolescence.
Chapter Module: Differences Related to Gender
13.35 Explanations for gender differences in spatial ability include:
a. an evolutionary adaptation for females since spatial skill was essential for gathering.
b. the right hemisphere of the brain may be more specialized for spatial processing in males.
c. boys’ earlier maturation allows for less brain specialization.
d. girls participate in more activities that foster the development of spatial skill.
Chapter Module: Differences Related to Gender
13.36 Which of the following best explains gender differences in spatial ability?
a. The brain is less specialized in males than in females because boys mature more slowly than girls.
b. Spatial skills may represent an evolutionary adaptation for females.
c Boys are more likely than girls to participate in activities, such as assembling models or playing video
games, that enhance spatial skills.
d. Gender stereotypes give girls more confidence in their spatial ability.
Chapter Module: Differences Related to Gender
13.37 Based on current research, on standardized tests of achievement in mathematics,
a. during the elementary-school years, boys usually get greater scores than boys.
b. during high school and college, girls usually get greater scores than boys.
c. during the elementary school years, girls usually get greater scores than boys but during high school and
college, boys get greater scores than girls.
d. during the elementary school years, girls usually get greater scores than boys but during high school and
college, boys used to get higher scores but the difference has substantially diminished..
Chapter Module: Differences Related to Gender
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13.38 Who has the most accurate opinion about gender differences in math skills?
a. Rosie, who thinks that boys usually get better grades than girls in high school math courses
b. Opal, who thinks that in elementary school, girls are better than boys in math computation
c. Sally, who thinks that girls are better than boys in math problem solving at all ages
d. Gerald, who thinks that boys are better than girls in all areas of math at all ages
Chapter Module: Differences Related to Gender
13.39 Over the last 25 years, gender differences in
a. mathematical ability have decreased and differences in verbal ability have increased.
b. verbal ability has increased and differences in mathematical ability have decreased.
c. mathematical ability has decreased.
d. mathematical ability has remained the same.
Chapter Module: Differences Related to Gender
13.40 Which of the following is NOT correct regarding a cross-cultural look at gender differences in math?
a. In many countries there are small differences favoring girls on math skills (countries like France and
Germany).
b. In some countries there are large differences favoring boys on math skills (countries like the Republic of
Korea and the Slovak Republic).
c. In Iceland, girls have the advantage over boys on math skills.
d. Math skills vary country to country because of math-related career opportunities for men and women.
Chapter Module: Differences Related to Gender
13.41 The most firmly established gender difference in behavior is the difference in
a. aggression. c. sociability.
b. conformity. d. dependence.
Chapter Module: Differences Related to Gender
13.42 Greater aggression in males
a. is apparent only in laboratory settings and not in naturalistic settings.
b. is found in many nonhuman species.
c. is found only in North America.
d. does not seem to have a biological basis.
Chapter Module: Differences Related to Gender
13.43 Joe’s aggressive behavior is
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a. most likely to be directed toward Alicia, a girl.
b. most likely to be directed toward Adam, a boy.
c. equally likely to be directed toward either Alicia or Adam.
d. most likely to be directed toward Spot, a member of a nonhuman species.
Chapter Module: Differences Related to Gender
13.44 Aggressive behavior has been linked to
a. gender constancy. c. androgyny.
b. estrogens. d. androgens.
Chapter Module: Differences Related to Gender
13.45 Androgens have been found to be related to gender differences in
a. emotional sensitivity. c. verbal ability.
b. social influence. d. aggression.
Chapter Module: Differences Related to Gender
13.46 One way in which experience contributes to gender differences in aggression is that
a. the media portrays many aggressive males who are rewarded for their behavior.
b. parents are more likely to use physical punishment with daughters than with sons.
c. parents are less tolerant of aggressive behavior in sons than in daughters.
d. males are stronger than females.
Chapter Module: Differences Related to Gender
Rationale: Answers b – c are not true, d is a biological difference, therefore a is the answer.
13.47 Relational aggression
a. is more common in girls than in boys.
b. is more common in boys than in girls.
c. is equally common in boys and girls.
d. is more common in boys at a younger age but in girls at an older age.
Chapter Module: Differences Related to Gender
13.48 Worldwide, boys are more ____________ aggressive than girls, who favor _____________ aggression.
a. physically; relational c. verbally; relational
b. verbally; instrumental d. physically; hostile
Chapter Module: Differences Related to Gender
13.49 Ellie, a girl, is likely to be __________ than Eddie, a boy.
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a. more emotionally sensitive c. more aggressive
b. less easily influenced by others d. less empathic
Chapter Module: Differences Related to Gender
13.50 The prevailing view among developmental psychologists is that gender differences in emotional
sensitivity are
a. primarily due to experience. c. reflect both nature and nurture.
b. primarily due to biological differences. d. nonexistent.
Chapter Module: Differences Related to Gender
13.51 Your roommate remarks, “Girls seem to be so much better than boys at expressing emotions and
understanding how other people feel.” You reply, “Yes, research shows that girls are more emotionally
sensitive than boys,
a. due in part to parents being more ‘feeling–oriented’ with daughters than with sons.”
b. even though parents are more likely to talk about emotions with sons than with daughters.”
c. and parents usually end up spending more time emphasizing the importance of considering others’
feelings with sons than with daughters.”
d. primarily because of hormonal differences between males and females.”
Chapter Module: Differences Related to Gender
13.52 Which of the following is TRUE?
a. Young girls are more likely than young boys to comply with an adult’s request.
b. Boys and men are influenced more than girls and women by persuasive messages.
c. Boys and men are influenced more than girls and women by peer pressure.
d. Males tend to value group harmony more than females.
Chapter Module: Differences Related to Gender
13.53 Females may be more easily influenced by others than males are, because females value __________ more
than males do.
a. independence c. perfection
b. aggression d. group harmony
Chapter Module: Differences Related to Gender
13.54 Jeff and Julie are working together on a group project for class. If they are typical for their genders, when
they disagree on how to do the project,
a. Julie is more likely to give in and do it Jeff’s way, for the sake of group harmony.
b. Julie is more likely to give in and do it Jeff’s way, because she is less likely to see the flaws.
c. Jeff is more likely to give in and do it Julie’s way, because he wants her to like him.
d. they both are likely to go to the teacher and ask for help with the project.
Chapter Module: Differences Related to Gender
13.55 Which of the following statements about gender differences is TRUE?
a. Depression is more common in adolescent girls than in boys.
b. Males are more easily influenced by others than females.
c. Boys get better grades in math.
d. Boys are healthier than girls.
Chapter Module: Differences Related to Gender
13.56 For the traits in which gender differences were reported in your text,
a. either all boys were higher than all girls on the trait or all girls were higher than all boys on the trait.
b. average differences between boys and girls were quite large, but the differences at the extremes of the
distributions were insignificant.
c. there was substantial overlap between girls’ and boys’ abilities.
d. the average score for boys was the same as the average score for girls.
Chapter Module: Differences Related to Gender
13.57 For most traits,
a. gender differences are quite large.
b. the distributions of the traits for males and females do not overlap.
c. gender differences are small for group averages, but are quite substantial for people at the ends of the
distributions.
d. gender differences occur for most traits.
Chapter Module: Differences Related to Gender
13.58 Dr. Root finds that males on average are slightly higher than females on Trait A. What is this most likely
to mean?
a. The boy with the lowest level of Trait A will be higher in Trait A than the girl with the highest level of
Trait A.
b. The girl with the lowest level of Trait A will be higher in Trait A than the boy with the highest level of
Trait A.
c. There will be many more boys than girls with very low levels of Trait A.
d. There will be many more boys than girls with very high levels of Trait A.
Chapter Module: Differences Related to Gender
13.59 Which of the following statements about gender differences is most accurate?
a. Girls and boys are different in more ways than they are similar.
b. Girls and boys are similar in more ways than they are different.
c. Most gender differences are relatively large.
d. Small differences in group averages mean there is little overlap between girls and boys.
Chapter Module: Differences Related to Gender
13.60 Research suggests that boys __________ than girls.
a. are healthier c. have better spatial ability
b. have better verbal ability d. are more easily influenced by others
Chapter Module: Differences Related to Gender
13.61 If Deanna is a girl and Jerrill is a boy, which of the following statements is most likely to be TRUE?
a. Jerrill expresses emotions better than Deanna.
b. Deanna is more physically aggressive than Jerrill.
c. Deanna is more active than Jerrill.
d. Deanna has a lareger vocabulary than Jerrill.
Chapter Module: Differences Related to Gender
13.62 According to social cognitive theorists, children learn gender roles
a. through observation.
b. by understanding gender constancy.
c. by paying more attention to gender-appropriate experiences and events.
d. through prenatal exposure to sex hormones.
Chapter Module: Gender Identity
13.63 Connie believes that children learn gender roles by watching other people and by being rewarded for
gender-appropriate behavior. Connie’s beliefs fit most closely with those of __________ theorists.
a. cognitive c. psychodynamic
b. biological d. social cognitive
Chapter Module: Gender Identity
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13.64 Parents typically
a. treat sons and daughters similarly in all ways.
b. show more warmth to daughters than to sons.
c. encourage sons’ achievement, but discourage daughters’ achievement.
d. treat sons and daughters similarly except in areas related to gender roles.
Chapter Module: Gender Identity
13.65 Fathers are more likely than mothers to treat sons and daughters
a. differently. c. warmly.
b. equally. d. according to their individual needs.
Chapter Module: Gender Identity
13.66 Fathers and mothers differ in the socialization of gender in their children because
a. mothers are more likely to encourage gender-related play.
b. mothers are more likely to treat their children in gender-typed ways.
c. fathers are more likely to respond to the individual needs of each child.
d. fathers are more likely to push their sons and accept dependence in their daughters.
Chapter Module: Gender Identity
13.67 If Lacey’s parents are typical in how they socialize their children, Lacey is MOST likely to say,
a. “My dad pushes my brother to try new things even if he’s scared, but he doesn’t expect me to.”
b. “My mom wants my brother to act like a boy and me to act like a girl, but my dad just wants us to be
ourselves.”
c. “My parents encourage my brother to do ‘girl’ activities and me to do ‘boy’ activities, because they don’t
want us to feel restricted by gender stereotypes.”
d. “My parents treat me exactly the same as they treat my brother.”
Chapter Module: Gender Identity
13.68 Teachers
a. value assertive behavior in both boys and girls.
b. praise boys more than girls for their schoolwork.
c. scold girls more than boys for disruptive classroom behavior.
d. give more overall attention to girls.
Chapter Module: Gender Identity
13.69 Mrs. Peterson, a typical third grade teacher, is likely to
a. be more influential than parents on her students.
b. encourage behaviors that are considered masculine for both boys and girls.
c. spend more time interacting with boys than with girls.
d. spend more time interacting with girls than with boys.
Chapter Module: Gender Identity
13.70 Samantha, a 3-year-old girl, is likely to
a. prefer playing with gender appropriate toys.
b. know the rules of gender appropriate toys, but not yet show a preference for gender appropriate toys.
c. not yet know what toys are considered gender appropriate.
d. be accepting of other children who engage in cross-gender play.
Chapter Module: Gender Identity
13.71 Matthew, a preschooler, sees a boy playing with dolls. Matthew is likely to
a. also want to play with dolls.
b. not yet understand that the boy is engaged in cross-gender play.
c. tease the boy for playing with dolls.
d. be accepting of the boy even though he knows that he is playing with a girls’ toy.
Chapter Module: Gender Identity
13.72 At about __________ years of age, children start to prefer playing with same-gender peers.
a. 2 to 3 c. 7 to 8
b. 4 to 5 d. 10 to 12
Chapter Module: Gender Identity
13.73 Preschool children prefer to play with same-gender peers
a. only when they have been discouraged from playing with opposite-gender peers.
b. but will readily comply when parents encourage them to play with opposite-sex peers.
c. spontaneously, without adult pressure.
d. except when they are engaged in gender-neutral activities such as playing tag.
Chapter Module: Gender Identity
13.74 Children
a. are very accepting of cross-gender play.
b. choose same-sex playmates because they are pressured to do so by adults.
c. resist parents’ efforts to get them to play with members of the opposite sex.
d. show reluctance to play with members of the opposite sex only in gender-typed play.
Chapter Module: Gender Identity