Affects of Gender on Intelligence

The Effect of Gender on an IQ Spatial cognition Introduction Intelligence is the cappower to take in new information and adapt to situations. It is derived from both genetics and environment. Genetics ar the part that genes play in a soulfulnesss life. It is also questi 1d that different levels of different types of intelligence are based on whether a person is male or female. Howard Gardner suggested that there are binary types of intelligence, those of which are linguistic, logical-mathematical, musical, spatial, bodily-kinaesthetic, naturalistic, interpersonal and intrapersonal.These intelligences make up the IQ of an individual. Types of intelligences * Linguistic the ability iodine has with of words. * Logical-mathematical the use calculation. * Musical sound and rhythm. * Spatial the use of spacing and where the placing of things are in comparison to one another. * Bodily-Kinaesthetic the use of body and motion. * Naturalistic the awareness one has with their natural envi ronment. * Interpersonal the use of interaction with other people. * Intrapersonal the understanding of ones self.A previous experiment conducted shows the differences between levels of spatial intelligence in males and females and how it send away be changed, stating that the findings found that playing an action video game can virtually eliminate this sexual practice difference in spatial attention and simultaneously decrease the sex activity disparity in mental rotation ability (Playing an Action pic Game Reduces Gender Differences in Spatial Cognition 1990). It stated that women benefited more than men. The aim of this experiment is to enquire the effect of gender on multiple types of intelligence, specifically spatial intelligence.Hypothesis It is believed that the absolute majority of males collapse more spatial intelligence than females. Independent Variables gender Dependent Variables level of intelligence regularity Participants Equal amount of 12 girls and 12 boys from the two current (2013) Year 11 Loyola College Psychology classes aged 16 to 17 years. Materials * tax Sheet * Computers with lucre * IQ quiz expiration Procedure As Seen on Unit 2 Psychology APS 2 SAC 1 ERA Intelligence Task Sheet (refer to appendix) 1. You will form a oppose where the 1st person will do mystify 1 and the 2nd will do dumbfound 2. 2. Person 1 Go to the website below complete the puzzle ttp//www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm 3. Record the duration required to complete the test and gender of the participant on the slacken attached. 4. Person 2 to go to the below website and repeated the process in a higher place http//www. onlinejigsawpuzzles. net/animals_11_parrot. htm 5. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 6. Correct your questions. 7. Give your results table to either Mr Hong or Ms Ray so that the result whitethorn be collated. Results Spatial try Scores Table Test Score No. of Girls No. of Boys 8 1 3 7 4 2 6 1 2 5 5 4 4 0 1 3 1 0Mean Girls 5. 83 Boys 6. 16 Median Girls 5. 5 Boys 6 Mode Girls 5 Boys 5 represent Statement of Table and Graph These results are from a Spatial Intelligence test. The highest scores given were four eights one of which was achieved by a female and the other three by males. The lowest score given to females was a three and the lowest score given to males was a four. On average males scored high than females with the average score for both categories (male and female) being a score of five. Jigsaw Puzzle Times Table Times in Minutes No. of Girls No. of Boys 400 459 3 0 500 559 3 4 00 659 3 4 700 759 0 2 800 859 1 2 900 959 2 0 Mean For girls and boys 600 659 Median Girls 500 to 559 Boys 600 to 659 Mode Girls 400 459, 500 559, 600 659 Boys 500 559, 600 659 Graph (in minutes) (in minutes) Statement of Table and Graph The Jigsaw Puzzle cadence results ranged from above four minutes to below 10 minutes. The specific mal e range was between five minutes to 8 minutes and 59 seconds. Over half of both males and females scored between 5 minutes and 6 minutes 59 seconds. The quickest succession and the longest date were both completed by females.Discussion In this experiment the hypothesis was supported in the Spatial awareness test with the majority of males performing at a higher level of spatial intelligence compared to females but not supported in the Puzzle as the majority of females finished their puzzles in a shorter time than males. In the spatial intelligence tests the males had a higher average than females with a quarter of the males achieving the top score compared to the one female. This is not as much shown in the puzzle completion times where, although the lowest score was achieved by a female, the highest score was ompleted by a female as well as the majority of the shortest times were done by females. Males had a smaller range though, with their scores a little more consistent than fe males. These results suggest that males do tend to get down more spatial awareness compared to females but does not mean that there are not expulsions to this suggestion. This may because males, especially within the age range selected for this experiment, have a higher tendency to be playing action video games which in earlier experiments have suggested can improve and maintain a higher level of spatial awareness.Variables could include the past experience of the subjects including interests, availability to mind games and information, previous intelligence tests conducted, etc. as well as the mood and get-up-and-go of the person and the time the test was conducted. Improvements could include having all subjects tested at the same time and under quitter conditions without communication. No ethical consideration was given with the exception of the task sheet briefing for the subjects. No debriefing or acknowledgment of agreement to the experiment was given.As the participants wer e under the age of 18 an improvement for next time would be to have parental consent to the participation of the experiment. It is concluded that in this experiment males showed a higher ability in spatial awareness. This information suggests that gender does in fact have an effect on intelligence levels but does not mean that there are not exceptions to this suggestion. References * Feng J. , Spence I. , & Pratt J. (1990) Playing an Action Video Game Reduces Gender Differences in Spatial Cognition University of Toronto, Toronto, Ontario, Canada Edwards R. , Blaher-Lucas E. , Marangio K. , Moore V. (2010) Oxford Psychology Units 1 & 2 Oxford University Press, South Melbourne, Victoria, Australia Appendices vermiform process 1 Link to puzzle page Appendix 2 Participant information/Raw data Unit 2 Psychology AOS 2 SAC 1 ERA Intelligence The Task To investigate the effect of gender on multiple types of intelligence, specifically spatial awareness. You will conduct the experiment al ong the following guidelines. 8. You will form a pair where the 1st person will do puzzle 1 and the 2nd will do puzzle 2. 9.Person 1 Go to the website below complete the puzzle http//www. onlinejigsawpuzzles. net/animals_14_polar_bear. htm. 10. Record the time required to complete the test and gender of the participant on the table attached. 11. Pearson 2 to go to the below website and repeate the process above http//www. onlinejigsawpuzzles. net/animals_11_parrot. htm 12. Now complete the questions 1-10 on the IQ quiz handout on logical reason. 13. Correct your questions. 14. Give your results table to either Mr Hong or Ms Ray so that the result may be collated. The Written ReportThe written report moldiness be written under the following headings rubric Introduction Method Results Discussion/conclusion References Appendices All aspects of this ERA will be completed at home. You will be given the ERA in the last week of term 3. The final ERA will be due via email on the 19th of Oc tober. If you wish to hand in a draft of the ERA it must(prenominal) be given to your teacher by 5th October. Introduction (250-500 words)- The introduction must provide * Rationale for this experiment * geographic expedition and discussion of any key theories and concepts link up to this experiment from past research. assignment and discussion of the key concepts involved in this experiment that can be use to explain the results * Stated aim of the experiment * appointment of the dependent and independent variables of the experiment * A stated operational hypothesis Method (150 words)- The method must include * Participants, Materials, Procedure written according to Lab Report conventions * Information regarding the characteristics of your experimental design, participant selection and indite to ethical procedure Results (no word limit)- The results must include At least one annotated table and an overall statement of results. This must be manipulated in order to present it i n a expression that is ideal for the manner in which you will interpret the data in your discussion Discussion/ demonstration (400-600 words)- The Discussion/Conclusions must include * A reference to the support or unsupported operational hypothesis * A valid justification for your opinion * Valid inferences from the raw data and results * A discussion regarding how the ideas provided in the introduction are supported or not by your findings * Generalization of findings * Extraneous/confounding variables Conclusion and possible improvements As a final flavour * The world limit must be adhered to with a 10% variation both ways. Excess words will not be considered in the tearing down process (the title, abstract, results, all in-text references, graph/table titles and annotations, appendices and final reference lists are not included in word count) * All work must practice in-text referencing (Harvard Style) and provide references * All work must be typed in size 12 (Calibri or Ti mes New Roman font) * All tables, graphs and pictures must be labeled and annotated * Appendices must be included.If referred to in your Lab Report, there must be a clear indication as to which specific areas of the appendices is being utilized. * PLAGARISM FROM any(prenominal) RESOURCE WILL NOT BE ACCEPTED. Any identified plagiarism will result in that section of the Lab Report being removed(p) and not considered in the grading process. In the case of work being copied from another student, BOTH students involved will face disciplinary actions based upon VCAA guidelines that may result in an N grade for Unit 2 Psychology.Grade Criteria and Structure for SAC 1b Unit 2 Psychology Name Criteria Introduction 5 4 3 2 1 0 Identification and exploration of superordinate goals and other theories and concepts relevant to the experiment Evidence of research and report of concepts relevant to the experiment. Identification and use of IV and DV in an operational hypothesis TOTAL /15 Criteria Method 5 4 3 2 1 0Identification of key process in developing a method Identification and explanation of the utilized experimental design TOTAL /10 Criteria Results 5 4 3 2 1 0 Ability to manipulate raw data into a meaningful format and presentation (Creation and use of accurate data graphs and tables) Accurate identification of key statistical information from raw data (Mean, median, mode and/or other relevant statistics) TOTAL /10Criteria Discussion and Conclusion 5 4 3 2 1 0 Accurate and justified identification of support/no support for operational hypothesis Proposed explanation of results in relation to acquired data Proposed explanation of results in relation to researched theories and concepts relevant to the experiment Exploration of the relevance of the results to the areas of reducing prejudice Identification and discussion of outside variables and improvements to the experiment Identification an d summation of general conclusions to the population based upon the established data TOTAL /30 Criteria Overall Requirements 5 4 3 2 1 0 Quality of referencing and research, and overall written quality and presentation of the ERA TOTAL /5 Total Score /70 ( %) Comments Recording table Gender (male/female) Time (in seconds) Participant 1 Participant 2 ______________________________________________________________________________ Articles for your reference in completing this ERA Go to the following links to read articles related to spatial intelligence and gender. http//pss. sagepub. com/content/18/10/850. full http//pss. sagepub. com/content/4/1/35. full. pdf+hypertext markup languageThe following websites contain information on multiple intelligences http//www. tecweb. org/styles/gardner. html http//www. infed. org/thinkers/gardner. htm Raw DataFemale Participants Gender Score on test Jigsaw puzzle time 1 f 7 507 2 f 5 448 3 f 7 442 4 f 7 625 5 f 5 935 6 f 5 933 7 f 8 458 8 f 3 816 9 f 7 527 10 f 5 640 11 f 5 624 12 f 6 543 Male Participants Gender Score on test Jigsaw puzzle time 1 m 7 510 2 m 6 631 3 m 8 600 4 m 7 622 5 m 5 839 6 m 8 548 7 m 5 604 8 m 8 518 9 m 5 721 10 m 5 739 11 m 6 539 12 m 4 817