Test Bank For The Psychology Of Sex And Gender 1st Edition by Jennifer Katherine Bosson
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Test Bank For The Psychology Of Sex And Gender 1st Edition by Jennifer Katherine Bosson
Instructor Resource Bosson, The Psychology of Sex and Gender 1e
SAGE Publishing, 2018
Chapter 2: Studying Sex and Gender
Test Bank
Multiple Choice
1. Which of the following is FALSE about sex and math ability?
A. Girls tend to have higher math anxiety than boys.
B. Girls would likely score higher than boys on math tests if not for math anxiety.
C. Math performance is predicted less by sex than by socioeconomic status.
D. Large-scale reviews show no overall sex differences in math performance.
Ans: B
Learning Objective: 2-1: Evaluate the meaning of sex differences.
Cognitive Domain: Knowledge
Answer Location: Studying Sex and Gender
Difficulty Level: Easy
2. Which of the following is FALSE regarding common beliefs about sex differences?
A. Young girls have been found to be slightly more talkative than young boys.
B. Part of the reason women are reluctant to engage in casual sex is because they do not expect it to be pleasurable.
C. Adult women tend to use more verbose language than adult men.
D. Women and men perform similarly on tests of math ability.
Ans: C
Learning Objective: 2-1: Evaluate the meaning of sex differences.
Cognitive Domain: Knowledge
Answer Location: Studying Sex and Gender
Difficulty Level: Easy
3. Imagine Mark is studying sex differences in emotional expression. His study contains measures for seven different types of emotional expression. He finds that women score higher on one of these and men score higher on another one. He interprets his findings as suggesting largely different styles of emotional expression across men and women. Mark’s interpretation indicates a ______ approach.
A. biological
B. cross-cultural
C. minimalist
D. maximalist
Ans: D
Learning Objective: 2-1: Evaluate the meaning of sex differences.
Cognitive Domain: Application
Answer Location: What Is the Meaning of Difference?
Difficulty Level: Hard
4. When psychologists report discovering sex differences on some variable (e.g., optimism) what do they typically mean by this?
A. that these differences emerge from distinct biological sex categories
B. that the difference between sexes has a large effect size
C. that the difference has a practical level of significance
D. that the observed difference is unlikely to have occurred due to chance
Ans: D
Learning Objective: 2-1: Evaluate the meaning of sex differences.
Cognitive Domain: Comprehension
Answer Location: What Is the Meaning of Difference?
Difficulty Level: Medium
5. Some gender researchers argue that a maximalist approach is problematic because ______.
A. it ignores important sex differences
B. it perpetuates overgeneralized beliefs about the sexes
C. it prioritizes the effects of culture too strongly over biology
D. research on sex differences cannot be objective
Ans: B
Learning Objective: 2-1: Evaluate the meaning of sex differences.
Cognitive Domain: Comprehension
Answer Location: What Is the Meaning of Difference?
Difficulty Level: Medium
6. Which of the following does NOT accurately describe science?
A. It most heavily emphasizes evidence that is consistent with theory.
B. It is defined more by its methods than by its contents.
C. Repeating experiments over again is a key step in conducting science.
D. Scientific research often relies on evidence that is probabilistic.
Ans: A
Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.
Cognitive Domain: Comprehension
Answer Location: What Is Science?
Difficulty Level: Medium
7. Which of the following is typically the first step in the scientific method?
A. study design
B. replication
C. hypothesis generation
D. data collection
Ans: C
Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.
Cognitive Domain: Knowledge
Answer Location: The Scientific Method
Difficulty Level: Easy
8. Which of the following is the best example of a hypothesis?
A. An observation that men tend to walk faster in pairs than when alone.
B. The idea that judgments are driven more by emotion than by conscious reasoning.
C. The belief that people rationalize unfairness in order to avoid cognitive dissonance.
D. A prediction that women will score higher on a test of verbal ability than men.
Ans: D
Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.
Cognitive Domain: Application
Answer Location: The Scientific Method
Difficulty Level: Hard
9. A testable prediction regarding the outcome of a study is called a(n) ______.
A. theory
B. hypothesis
C. replication
D. boundary condition
Ans: B
Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.
Cognitive Domain: Knowledge
Answer Location: The Scientific Method
Difficulty Level: Easy
10. Which of the following best represents the order of the scientific process?
A. generate hypothesis ïƒ replicate ïƒ collection and analysis ïƒ study design
B. generate hypothesis ïƒ study design ïƒ collection and analysis ïƒ disseminate results
C. study design ïƒ generate hypothesis ïƒ disseminate results ïƒ collection and analysis
D. study design ïƒ collection and analysis ïƒ generate hypothesis ïƒ disseminate results
Ans: B
Learning Objective: 2-2: Explain the scientific method and specific quantitative and qualitative methods used in the study of sex and gender.
Cognitive Domain: Comprehension
Answer Location: The Scientific Method
Difficulty Level: Medium
Test Bank for The Psychology of Sex and Gender, 1st Edition by Jennifer Katherine Bosson
Overview: The Test Bank for The Psychology of Sex and Gender, 1st Edition by Jennifer Katherine Bosson, provides a comprehensive set of questions and educational tools designed to assess students’ understanding of the concepts, theories, and research related to the psychology of sex and gender. This resource aligns with the textbook’s content, which offers an in-depth exploration of the biological, psychological, and social aspects of sex and gender.
Content Breakdown:
- Multiple Choice Questions:
- Purpose: To evaluate students’ grasp of key concepts and factual information presented in the textbook.
- Topics Covered: Includes questions on the differences between sex and gender, the influence of culture on gender roles, biological and hormonal influences, gender identity development, and the impact of gender stereotypes.
- True/False Questions:
- Purpose: To test students’ ability to discern true statements from false ones regarding the psychology of sex and gender.
- Topics Covered: Addresses common myths, research findings, and theoretical perspectives on gender identity, gender expression, and the intersectionality of gender with other social categories like race and class.
- Short Answer Questions:
- Purpose: To encourage students to articulate their understanding of specific topics succinctly.
- Topics Covered: May include defining key terms such as gender dysphoria, explaining the social construction of gender, or discussing the implications of gender stereotypes in various contexts.
- Essay Questions:
- Purpose: To provide students with the opportunity to engage in critical thinking and deeper analysis of complex issues related to sex and gender.
- Topics Covered: Students might be asked to compare and contrast different theories of gender development, analyze the role of media in shaping gender norms, or explore the psychological effects of gender discrimination.
- Case Study Questions:
- Purpose: To apply theoretical knowledge to real-world situations and enhance students’ practical understanding of gender-related issues.
- Topics Covered: Involves analyzing case studies that illustrate gender identity struggles, the impact of nonconforming gender expression in various cultures, or the psychological experiences of transgender individuals.
- Matching Questions:
- Purpose: To test students’ ability to associate concepts, terms, and theories with their correct definitions or related ideas.
- Topics Covered: Includes matching gender theorists with their theories, or matching psychological terms related to gender with their descriptions.
- Fill-in-the-Blank Questions:
- Purpose: To assess students’ recall of specific terminology and concepts related to the psychology of sex and gender.
- Topics Covered: Focuses on completing sentences with the appropriate gender-related terms, enhancing students’ retention of important information.
- Discussion Questions:
- Purpose: To stimulate critical thinking and classroom discussion on key issues in sex and gender psychology.
- Topics Covered: Questions may involve debates on gender-neutral parenting, the psychological impact of gender roles, or the effectiveness of interventions aimed at reducing gender bias.
Key Features:
- Comprehensive Coverage: The test bank thoroughly covers all major themes and topics discussed in the textbook, ensuring that students are tested on a wide range of content.
- Variety of Question Types: Offers diverse question formats to cater to different learning styles and to assess various levels of cognitive understanding, from basic recall to in-depth analysis.
- Real-World Application: Emphasizes the practical application of psychological theories and concepts related to sex and gender, preparing students for real-world scenarios they may encounter in their professional lives.
- Aligned with Learning Objectives: Each question is designed to align with the textbook’s learning objectives, ensuring that students are tested on the material most relevant to their educational goals.
Conclusion:
The Test Bank for The Psychology of Sex and Gender, 1st Edition by Jennifer Katherine Bosson, is a vital resource for educators seeking to assess and enhance students’ understanding of gender psychology. By offering a wide range of questions that address both theoretical knowledge and practical application, this test bank supports comprehensive learning and encourages students to critically engage with the complex issues surrounding sex and gender.
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