- Title
- An investigation of male and female cognitive ability on the WAIS-III
- Creator
- Muirhead, Joanne
- ThesisAdvisor
- Edwards, Ann
- ThesisAdvisor
- Radloff, Sarah
- Subject
- Wechsler Adult Intelligence Scale
- Subject
- Sex differences (Psychology)
- Subject
- Intelligence tests -- South Africa
- Date
- 2000
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:3028
- Identifier
- http://hdl.handle.net/10962/d1002537
- Identifier
- Wechsler Adult Intelligence Scale
- Identifier
- Sex differences (Psychology)
- Identifier
- Intelligence tests -- South Africa
- Description
- This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.
- Format
- 183 pages, pdf
- Publisher
- Rhodes University, Faculty of Humanities, Psychology
- Language
- English
- Rights
- Muirhead, Joanne
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