(forts.)
En rumänsk studie från 2016:
http://www.sciencedirect.com/science/article/pii/S0160289616301003
"The authors investigate sex differences in mean scores and variance, in general and specific intelligence, based on raw data from the standardization samples of six cognitive ability measures adapted and normed in Romania. The results show that fewer than 10% of the possible comparisons exhibit sex differences; these differences have a random pattern and are not replicated across measures. The authors conclude that these Romanian data show no support for the sex differences in either mean values or variance of scores which were reported by other studies."
https://www.ncbi.nlm.nih.gov/pubmed/11952262
"Men's self-estimates were significantly higher than women's (110.15 vs. 104.84). Participants thought their verbal, mathematical, and spatial intelligence scores were the best indicators of their own overall intelligence. Parents estimated that their sons had significantly higher IQs than their daughters (115.21 vs. 107.49). Self-estimates and estimates of children's multiple intelligences were higher for men and sons, significantly so for logical-mathematical and spatial intelligence."
Slutsatsen är att könsgapet i intelligensfördelningen beror på såväl en biologisk skillnad i spatial förmåga (mental rotation, lokalsinne) som sociokulturella faktorer (uppfostran, värderingar, självförtroende, förväntningar, yrkesval, fördomar och så vidare). Samma sak gäller könsgapet i SAT-Math (30-32 poäng).
Andelen manliga respektive medlemmar i Mensa är ca 66 % respektive 34 %. Att fördelningen ser ut som den gör betyder inte på något sätt att det skulle finnas många fler manliga genier än kvinnliga, utan det beror helt enkelt på att många gånger fler män än kvinnor skriver Mensa-testet.
Nu förstår jag varför det är så många manliga idioter längst ut till vänster på Bell-kurvan. Dunning-Kruger effekten, i detta fall att många korkade män anser sig vara genier medan geniala kvinnor underskattar sin intelligens. Så självklart att man inte behöver nämna det. Jag kan presentera ett klassiskt exempel på en Dunning-Krugereffekt: en komplett idiot som inbillar sig vara en framstående intelligensforskare och som kan "bevisa" att det är många fler män än kvinnor som är riktigt intelligenta.
Det bör dock nämnas att skillnaden i SAT-M kan vara missvisande, eftersom det finns fler flickor än pojkar bland de som gör testet. En tredjedel av mattefrågorna består av geometri. Dessutom är frågorna av flervalskaraktär där ett korrekt svar ger ett poäng medan fel svar ger -0.25 poäng i straffavdrag. Detta gynnar givetvis pojkarna eftersom de är mer benägna att ta risker och därmed gissa tjo vilt när de inte kan svaret. Flickor är generellt lite fegare och lämnar därför frågan obesvarad hellre än att få ynka 0.25 poängs avdrag.
Mer om orsakerna till könsgapet i SAT-M finns att läsa här:
En vettigt formulerad blogg som belyser förklaringar till varför flickor generellt får sämre resultat på SAT-M: http://blogs.edweek.org/edweek/reimagining/2013/07/The_SATs_Gender_Gap.html
Jag inflikar även en intressant vetenskapsblogg som handlar om Janet Hydes och Janet Mertz studier om könsskillnader i matematikförmåga.
Märkligt att forskningen alltid tenderar att vara på min sida i dessa frågor. Men det är ännu märkligare att det finns faktaresistenta nättomtar här på FB som leker intelligensforskare och förkastar alla mina länkade källreferenser från metastudier och andra seriösa forskningsrapporter som inte är i linje med hans uppenbart sexistiska agenda.
En rumänsk studie från 2016:
http://www.sciencedirect.com/science/article/pii/S0160289616301003
"The authors investigate sex differences in mean scores and variance, in general and specific intelligence, based on raw data from the standardization samples of six cognitive ability measures adapted and normed in Romania. The results show that fewer than 10% of the possible comparisons exhibit sex differences; these differences have a random pattern and are not replicated across measures. The authors conclude that these Romanian data show no support for the sex differences in either mean values or variance of scores which were reported by other studies."
https://www.ncbi.nlm.nih.gov/pubmed/11952262
"Men's self-estimates were significantly higher than women's (110.15 vs. 104.84). Participants thought their verbal, mathematical, and spatial intelligence scores were the best indicators of their own overall intelligence. Parents estimated that their sons had significantly higher IQs than their daughters (115.21 vs. 107.49). Self-estimates and estimates of children's multiple intelligences were higher for men and sons, significantly so for logical-mathematical and spatial intelligence."
Slutsatsen är att könsgapet i intelligensfördelningen beror på såväl en biologisk skillnad i spatial förmåga (mental rotation, lokalsinne) som sociokulturella faktorer (uppfostran, värderingar, självförtroende, förväntningar, yrkesval, fördomar och så vidare). Samma sak gäller könsgapet i SAT-Math (30-32 poäng).
Andelen manliga respektive medlemmar i Mensa är ca 66 % respektive 34 %. Att fördelningen ser ut som den gör betyder inte på något sätt att det skulle finnas många fler manliga genier än kvinnliga, utan det beror helt enkelt på att många gånger fler män än kvinnor skriver Mensa-testet.
Nu förstår jag varför det är så många manliga idioter längst ut till vänster på Bell-kurvan. Dunning-Kruger effekten, i detta fall att många korkade män anser sig vara genier medan geniala kvinnor underskattar sin intelligens. Så självklart att man inte behöver nämna det. Jag kan presentera ett klassiskt exempel på en Dunning-Krugereffekt: en komplett idiot som inbillar sig vara en framstående intelligensforskare och som kan "bevisa" att det är många fler män än kvinnor som är riktigt intelligenta.
Det bör dock nämnas att skillnaden i SAT-M kan vara missvisande, eftersom det finns fler flickor än pojkar bland de som gör testet. En tredjedel av mattefrågorna består av geometri. Dessutom är frågorna av flervalskaraktär där ett korrekt svar ger ett poäng medan fel svar ger -0.25 poäng i straffavdrag. Detta gynnar givetvis pojkarna eftersom de är mer benägna att ta risker och därmed gissa tjo vilt när de inte kan svaret. Flickor är generellt lite fegare och lämnar därför frågan obesvarad hellre än att få ynka 0.25 poängs avdrag.
Mer om orsakerna till könsgapet i SAT-M finns att läsa här:
"According to Kessel and Linn, there is no question that the test is at fault. Summarizing more than a dozen studies of large student groups and specific institutions such as MIT, Rutgers and Princeton, they conclude that young women typically earn the same or higher grades as their male counterparts in math and other college courses despite having SAT-Math scores 30-50 points lower.
Among the causes documented in their literature review:
- The SAT's emphasis on speed: "Since these tests require students to solve 25 to 35 problems in 30 minutes, there is a premium on efficiency. In contrast, reformulated mathematics courses that include an emphasis on solving complex, ill-posed, and personally-relevant problems place a premium on sustained reasoning."
- multiple-choice questions: "mathematics examinations in the Netherlands, England, Australia, and other countries that require solutions to several long problems seem unbiased with regard to gender."
- Simplistic content: "ability to refine complex problems and design appropriate solutions goes beyond the skills measured in college entrance examinations."
- Self-confidence: "Studies suggest that males, compared to females, expect to answer correctly, independent of actual performance. This perspective results in less answer checking and reflection, useful skills for speeded tests."
- Stereotype vulnerability: "there was a gap in average scores for males and females when the experimenters announced that they expected gender differences." Similar correlations between expectations and performance have been reported for African American students by researcher Claude Steele (see Examiner, Fall/Winter 1995-96)
As a result of these factors, young women receive lower SAT-Math scores and lose out on college admissions, scholarships, placement into advanced courses, prestige, and career opportunities. Yet, given a chance, they are likely to outperform their male counterparts. Thus, Kessel and Linn favorably cite FairTest's list of schools where test scores are optional in the admissions process as one way to address the problem. They also endorse new forms of assessment that make use of portfolios and projects. Of course, eliminating reliance on the SAT for any high-stakes decisions would benefit an even larger number of academically able students."
Among the causes documented in their literature review:
- The SAT's emphasis on speed: "Since these tests require students to solve 25 to 35 problems in 30 minutes, there is a premium on efficiency. In contrast, reformulated mathematics courses that include an emphasis on solving complex, ill-posed, and personally-relevant problems place a premium on sustained reasoning."
- multiple-choice questions: "mathematics examinations in the Netherlands, England, Australia, and other countries that require solutions to several long problems seem unbiased with regard to gender."
- Simplistic content: "ability to refine complex problems and design appropriate solutions goes beyond the skills measured in college entrance examinations."
- Self-confidence: "Studies suggest that males, compared to females, expect to answer correctly, independent of actual performance. This perspective results in less answer checking and reflection, useful skills for speeded tests."
- Stereotype vulnerability: "there was a gap in average scores for males and females when the experimenters announced that they expected gender differences." Similar correlations between expectations and performance have been reported for African American students by researcher Claude Steele (see Examiner, Fall/Winter 1995-96)
As a result of these factors, young women receive lower SAT-Math scores and lose out on college admissions, scholarships, placement into advanced courses, prestige, and career opportunities. Yet, given a chance, they are likely to outperform their male counterparts. Thus, Kessel and Linn favorably cite FairTest's list of schools where test scores are optional in the admissions process as one way to address the problem. They also endorse new forms of assessment that make use of portfolios and projects. Of course, eliminating reliance on the SAT for any high-stakes decisions would benefit an even larger number of academically able students."
Jag inflikar även en intressant vetenskapsblogg som handlar om Janet Hydes och Janet Mertz studier om könsskillnader i matematikförmåga.
"Among the mathematically talented, a gender gap is more apparent but it is closing fast in many countries and non-existent in others. And tellingly, the size of the gap strongly depends on how equally the two sexes are treated.
...
Since then the onset of the 21st century, the number of girls studying calculus has dramatically increased, providing Hyde with new data to analyse. Her newest research suggests that in this more equal environment, girls are matching boys even in the most difficult of intellectual tasks.
...
So much for the idea that a greater variation in ability underlies the larger number of men in the top ranks of mathematics – if that had any biological basis, it should apply to all populations regardless of ethnicity or nationality. Clearly, that’s not the case. Instead, the evidence suggests that whatever gender differences exist are mostly down to social factors."
...
Since then the onset of the 21st century, the number of girls studying calculus has dramatically increased, providing Hyde with new data to analyse. Her newest research suggests that in this more equal environment, girls are matching boys even in the most difficult of intellectual tasks.
...
So much for the idea that a greater variation in ability underlies the larger number of men in the top ranks of mathematics – if that had any biological basis, it should apply to all populations regardless of ethnicity or nationality. Clearly, that’s not the case. Instead, the evidence suggests that whatever gender differences exist are mostly down to social factors."
