Gender differences in mathematics: Does the story need to be rewritten?

Intelligence

Volumn 36, Issue 5, 2008, Pages 403-421

  Brunner, Martin ^a   Krauss, Stefan ^a   Kunter, Mareike ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

Gender; Intelligence; Mathematical ability

Indexed keywords

EID: 48649101777     PISSN: 01602896     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.intell.2007.11.002     Document Type: Article

References (84)

1. Adams R., and Wu M. PISA 2000 technical report (2002), OECD, Paris
2. Baumert J., Artelt C., Carstensen C.H., Sibberns H., and Stanat P. Untersuchungsgegenstand, Fragestellungen und technische Grundlagen der Studie [Study objectives, research questions, and technical information]. In: Baumert J., Artelt C., Klieme E., Neubrand M., Prenzel M., Schiefele U., Schneider W., Tillmann K.-J., and Weiß M. (Eds). PISA 2000: Die Länder der Bundesrepublik im Vergleich (2002), Leske+ Budrich, Opladen 11-38
3. Browne M.W., and Cudeck R. Alternative ways of assessing model fit. In: Bollen K.A., and Long J.S. (Eds). Testing structural equation models (1993), Sage, Newbury Park 136-162
4. Brunner, M. (in press). No g in education? Learning and Individual Differences.
5. Brunner, M., Trautwein, U., & Lüdtke, O. (in press). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research.
6. Byrne B.M., Shavelson R.J., and Muthen B.O. Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. Psychological Bulletin 105 (1989) 456-466
7. Camarata S., and Woodcock R. Sex differences in processing speed: Developmental effects in males and females. Intelligence 34 (2006) 231-252
8. Carlstedt B. Differentiation of cognitive abilities as a function of level of general intelligence: A latent variable approach. Multivariate Behavioral Research 36 (2001) 589-609
9. Carroll J.B. Human cognitive abilities: A survey of factor-analytic studies (1993), Cambridge University Press, New York
10. Ceci S.J. How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology 27 (1991) 703-722
11. Chen F.F., Sousa K.H., and West S.G. Testing measurement invariance of second-order factor models. Structural Equation Modeling 12 (2005) 471-492
12. Chen F.F., West S.G., and Sousa K.H. A comparison of bifactor and second-order models of quality of life. Multivariate Behavioral Research 41 (2006) 189-225
13. Cheung G.W., and Rensvold R.B. Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling 9 (2002) 233-255
14. Cohen J. A power primer. Psychological Bulletin 112 (1992) 155-159
15. Colom R., Juan-Espinosa M., Abad F., and Garcia L.F. Negligible sex differences in general intelligence. Intelligence 28 (2000) 57-68
16. DeShon R.P. A cautionary note on measurement error in corrections in structural equation models. Psychological Methods 3 (1998) 412-423
17. Dolan C.V., Colom R., Abad F.J., Wicherts J.M., Hessen D.J., and van de Sluis S. Multi-group covariance and mean structure modeling of the relationship between the WAIS-III common factors and sex and educational attainment in Spain. Intelligence 34 (2006) 193-210
18. Eccles J.S. Understanding women's educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly 18 (1994) 585-609
19. Edwards J.R., and Bagozzi R.P. On the nature and direction of relationships between constructs and measures. Psychological Methods 5 (2000) 155-174
20. Feingold A. Cognitive gender differences are disappearing. American Psychologist 43 (1988) 95-103
21. Feingold A. Sex differences in variability in intellectual abilities: A new look at an old controversy. Review of Educational Research 62 (1992) 61-84
22. Fuchs L.S., Compton D.L., Fuchs D., Paulsen K., Bryant J.D., and Hamlett C.L. The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology 97 (2005) 493-513
23. In: Gallagher A.M., and Kaufman J.C. (Eds). Gender differences in mathematics (2005), Cambridge University Press, New York, NY
24. Geary D.C. Children's mathematical development. Research and practical applications (1994), American Psychological Association, Washington, DC
25. Gottfredson L.S. Mainstream science on intelligence: An editorial with 52 signatories, history and bibliography. Intelligence 24 (1997) 13-23
26. Gottfredson L.S. Why g matters: The complexity of everyday life. Intelligence 24 (1997) 79-132
27. Gustafsson J.E. A unifying model for the structure of intellectual abilities. Intelligence 8 (1984) 179-203
28. Gustafsson J.E. Hierarchical models of individual differences in cognitive abilities. In: Sternberg R.J. (Ed). Advances in the psychology of human intelligence Vol. 4 (1988), Erlbaum, Hillsdale, NJ 35-72
29. Gustafsson J.E. Hierarchical models of intelligence and educational achievement. In: Demetriou A., and Efklides A. (Eds). Intelligence, mind, and reasoning: Structure and development (1994), Elsevier, Amsterdam 45-73
30. Gustafsson J.E., and Balke G. General and specific abilities as predictors of school achievement. Multivariate Behavioral Research 28 (1993) 407-434
31. Halpern D.F., and LaMay M.L. The smarter sex: A critical review of sex differences in intelligence. Educational Psychology Review 12 (2000) 229-246
32. Hedges L.V., and Nowell A. Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science 269 (1995) 41-45
33. Heller K.A., and Perleth C. Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision. Manual [Cognitive Abilities Test for Grades 4-12, Revision, Manual] (2000), Hogrefe, Göttingen
34. Horn J.L. Theory of fluid and crystallized intelligence. In: Sternberg R.J. (Ed). Encyclopedia of human intelligence (1994), Macmillan, New York 443-451
35. Horn J.L., and McArdle J.J. A practical and theoretical guide to measurement invariance in aging research. Experimental Aging Research 18 (1992) 117-144
36. Hosenfeld I., Köller O., and Baumert J. Why sex differences in mathematics achievement disappear in German secondary schools: A reanalysis of the German TIMSS-Data. Studies in Educational Evaluation 25 (1999) 143-161
37. Hu L.-T., and Bentler P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods 3 (1998) 424-453
38. Hyde J.S. The gender similarity hypothesis. American Psychologist 60 (2005) 581-592
39. Hyde J.S., Fennema E., and Lamon S.J. Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin 107 (1990) 139-155
40. Hyde J.S., and Linn M.C. Gender differences in verbal ability: A meta-analysis. Psychological Bulletin 104 (1988) 53-69
41. Irwing P., and Lynn R. Sex differences in means and variability on the progressive matrices in university students: A meta-analysis. British Journal of Psychology 96 (2005) 505-524
42. Jackson D., and Rushton J.P. Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the scholastic achievement test. Intelligence 34 (2006) 479-486
43. Jensen A.R. The g factor. The science of mental ability (1998), Praeger, Westport
44. Johnson W., Bouchard, T.J., Jr. (2007a) Sex differences in mental ability: A proposed means to link them to brain structure and function. Intelligence, 35, 197-209
45. Johnson W., Bouchard T.J., Jr. (2007b) Sex differences in mental abilities: g masks the dimensions on which they lie. Intelligence,35 23-39
46. Kintsch W. Text comprehension, memory, and learning. American Psychologist 49 (1994) 294-303
47. Klieme E., Neubrand M., and Lüdtke O. Mathematische Grundbildung: Testkonzeption und Ergebnisse [Mathematical literacy: Test design and results]. In: Baumert J., Klieme E., Neubrand M., Prenzel M., Schiefele U., Schneider W., Stanat P., Tillmann K.-J., and Weiß M. (Eds). PISA 2000: Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich (2001), Leske+ Budrich, Opladen 139-190
48. Lemke M., Christopher C., Lippman L., Jocelyn L., Kastberg D., Liu Y.Y., et al. Outcomes of Learning: Results From the 2000 Program for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy. (NCES Publication No. 2002-115) (2001), U.S. Department of Education, National Center for Education Statistics, Washington, DC
49. Lemke M., Sen A., Pahlke E., Partelow L., Miller D., Williams T., et al. International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective. (NCES Publication No. 2005-003) (2004), U.S. Department of Education, National Center for Education Statistics, Washington, DC
50. Little T.D. Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research 32 (1997) 53-76
51. Lubinski D. Introduction to the special section on cognitive abilities: 100 years after Spearman's (1904) General intelligence,' objectively determined and measured". Journal of Personality and Social Psychology 86 (2004) 96-111
52. Lubinski D., and Benbow C.P. Study of mathematically precocious youth after 35 years. Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science 1 (2006) 316-345
53. Lubinski D., Webb R.M., Morelock M.J., and Benbow C.P. Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology 86 (2001) 718-729
54. Lubke G.H., Dolan C.V., Kelderman H., and Mellenbergh G.J. On the relationship between sources of within- and between-group differences and measurement invariance in the common factor model. Intelligence 31 (2003) 543-566
55. Lynn R. Sex differences in intelligence and brain size: A developmental theory. Intelligence 27 (1999) 1-12
56. Lynn R., and Irwing P. Sex differences on the progressive matrices: A meta-analysis. Intelligence 32 (2004) 481-498
57. Mackintosh N.J. IQ and human intelligence (1998), Oxford University Press, Oxford
58. Meredith W. Measurement invariance, factor analysis and factorial invariance. Psychometrika 58 (1993) 525-543
59. Millsap R.E., and Kwok O.M. Evaluating the impact of partial factorial invariance on selection in two populations. Psychological Methods 9 (2004) 93-115
60. Muraki E., and Bock R.D. Parscale (Version 4) (1996), Scientific Software International, Lincolnwood, IL
61. Muthén B.O. Mplus technical appendices (1998-2004), Muthén & Muthén, Los Angeles, CA
62. Muthén L.K., and Muthén B.O. Mplus user's guide. 4th ed. (1998-2006), Muthén & Muthén, Los Angeles, CA
63. Neisser U., Boodoo G., Bouchard Jr. T.J., Boykin A.W., Brody N., Ceci S.J., Halpern D.F., Loehlin J.C., Perloff R., Sternberg R.J., and Urina S. Intelligence: Knowns and unknowns. American Psychologist 51 (1996) 77-101
64. Organisation for Economic Co-operation and Development (OECD) (Ed.). (2001). Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Paris: OECD.
65. Organisation for Economic Co-operation and Development (OECD). Programme for International Student Assessment: Sample tasks from the PISA 2000 assessment of reading, mathematical, and scientific literacy (2002). http://www.pisa.oecd.org/dataoecd/44/62/33692744.pdf Retrieved March 12, 2007, from http://www.pisa.oecd.org/dataoecd/44/62/33692744.pdf
66. Organisation for Economic Co-operation and Development (OECD). Education at a glance 2005 (2005), OECD, Paris
67. Reeve C.L. Differential ability antecedents of general and specific dimensions of declarative knowledge: More than g. Intelligence 32 (2004) 621-652
68. Rojahn J., and Naglieri J.A. Developmental gender differences on the Naglieri Nonverbal Ability Test in a nationally normed sample of 5-17 year olds. Intelligence 34 (2006) 253-260
69. Rosén M. Gender differences in structure, means and variances of hierarchically ordered ability dimensions. Learning and Instruction 5 (1995) 37-62
70. Schmiedek F., and Li S.-C. Toward an alternative representation for disentangling age-associated differences in general and specific cognitive abilities. Psychology and Aging 19 (2004) 40-56
71. Schulze R. Modeling structures of intelligence. In: Wilhelm O., and Engle R. (Eds). Handbook of understanding and measuring intelligence (2005), Lawrence Erlbaum Associates, Mahwah, NJ 241-264
72. Sells L. High school mathematics as the critical filter in the job market. In: Thomas R.T. (Ed). Developing opportunities for minorities in graduate education (1973), University of California Press, Berkeley 37-39
73. Shea D.L., Lubinski D., and Benbow C.P. Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study. Journal of Educational Psychology 93 (2001) 604-614
74. Snijders T.A.B., and Bosker R.J. Multilevel Analysis. An introduction to basic and advanced multilevel modeling (1999), SAGE Publications, London
75. Snow R.E., and Lohman D.F. Implications of cognitive psychology for educational measurement. In: Linn R.L. (Ed). Educational measurement. 3rd ed. (1989), American Council on Education and Macmillan Publishing Company, New York 263-331
76. Spearman C. "General Intelligence," objectively determined and measured. American Journal of Psychology 15 (1904) 201-293
77. Stelzl I., Merz F., Ehlers T., and Remer H. The effect of schooling on the development of fluid and cristallized intelligence: A quasi-experimental study. Intelligence 21 (1995) 279-296
78. Swanson H.L., and Beebe-Frankenberger M. The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology 96 (2004) 471-491
79. Trautwein U., Lüdtke O., Marsh H.W., Köller O., and Baumert J. Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology 98 (2006) 788-806
80. van der Sluis, S., Derom, C., Thiery, E., Bartels, M., Polderman, T.J.C., Verhulst, F.C., et al. (in press). Sex differences on the WISC-R in Belgium and The Netherlands. Intelligence. doi:10.1016/j.intell.2007.01.003
81. van der Sluis S., Posthuma D., Dolan C.V., de Geus E.J.C., Colom R., and Boomsma D.I. Sex differences on the Dutch WAIS-III. Intelligence 34 (2006) 273-289
82. Warm T.A. Weighted likelihood estimation of ability in item response theory. Psychometrika 54 (1989) 427-450
83. Widaman K.F., and Thompson J.S. On specifying the null model for incremental fit indices in structural equation modeling. Psychological Methods 8 (2003) 16-37
84. Wu M.L., Adams R.J., and Wilson M.R. ACER Conquest (1998), The Australian Council for Educational Research, Melbourne