Sex differences in dominance behavior

The effect of the status characteristic of sex on dominance behavior was investigated as a function of a challenger's sex and in relation to one's sex-role orientation. Dyads composed of a student and a confederate recorded individual preferences, then joint decisions, for the more attractive picture of 20 pairs of pictures. The number of challenges a student sustained each time a disagreement occurred regarding the more attractive picture of a pair was recorded. Males withstood significantly more challenges against their preferences than females did (p<.006). However, no differences were found as a function of the sex of one's partner; nor did the Attitudes toward Women Scale (AWS) prove to be a good predictor of dominance. Results were discussed in terms of predictions made by the theory of status characteristics.This report is based on a master's thesis written by the first author under the sponsorship of the second and submitted in partial fulfillment of the requirements for the MA degree at the Graduate School of the University of Alabama. Portions were presented as part of of the paper session Compliance-Conformity/Altruism-Helping Behavior at the annual meeting of the Southeastern Psychological Association, New Orleans, March 1976.The authors would like to express their appreciation those who served as confederates in this study: Jim Dodds, Rochelle Hanan, Eunice Fogarty, and Rex Hall.     

Sex differences in nonverbal behavior

A variety of nonverbal behaviors was coded from videotapes of 88 dyadic conversations. The 44 male and 44 female subjects were paired so that each participated in one conversation with a stranger of the same sex and one conversation with a stranger of the opposite sex. It was found that sex of subject, but not sex of partner, had a significant effect on many of the nonverbal behaviors displayed during the conversations. Subjects' scores on the behavioral measures were correlated with their scores on several personality measures and on a post-conversation questionnaire. Sex differences in these correlations were used to generate hypotheses linking specific behavioral differences between the sexes to more general differences between the masculine and feminine interpersonal styles.This study was supported in part by NSF grant GS-3033, awarded to Starkey Duncan, University of Chicago; by NSF grant GS-3127, awarded to Donald Fiske, University of Chicago; by a grant awarded to Starkey Duncan and Donald Fiske by the Social Science Divisional Research Committee of the University of Chicago; and by a University of Chicago Humanities Fellowship awarded to the author. The author is grateful to Starkey Duncan and Donald Fiske for the extensive assistance they provided with this study. The author also wishes to express her appreciation to Jeanine Carlson, George Niederehe, Bruno Repp, Thomas Shanks, and Cathy Stepanek, who assisted in coding the videotaped data and in the statistical analysis. This article is based on the author's doctoral dissertation (Beekman, 1973), which may be consulted for further details.Previous drafts of this article have been circulated under the author's former name, Susan J. Beekman.     

Sex differences in spontaneous alternation and open-field behavior of hamsters: Habituation differences

With a minimal intratrial interval, male golden hamsters spontaneously alternated significantly less often in a T-maze than females. Since there was no sex difference in choice latencies, the alternation difference could not be accounted for by longer intertrial intervals experienced by males. Instead, the difference was ascribed to faster rates of habituation to novelty in females because they showed greater between-sessions declines in open-field ambulation than males. From an analysis of rearing scores it was concluded that attempts to escape from the apparatus may have been the principal motivating influence in both the T-maze and open field.     

Sex differences in spontaneous alternation and open-field behavior of hamsters: Habituation differences

With a minimal intratrial interval, male golden hamsters spontaneously alternated significantly less often in a T-maze than females. Since there was no sex difference in choice latencies, the alternation difference could not be accounted for by longer intertrial intervals experienced by males. Instead, the difference was ascribed to faster rates of habituation to novelty in females because they showed greater between-sessions declines in open-field ambulation than males. From an analysis of rearing scores it was concluded that attempts to escape from the apparatus may have been the principal motivating influence in both the T-maze and open field.     

Sex and birth order differences in filial behavior

Personal interviews were conducted with 499 children of elderly white widows. Results showed no birth order differences in the provision of assistance to the elderly; however, there were significant sex differences. Daughters performed more caretaking activities and social services and provided more emotional support for their mothers than did sons. Sons had a tendency, though insignificant, to provide more advisory assistance to their mothers. After adjusting for situational differences between daughters and sons a sex difference remained only for the provision of emotional support.     

Sex differences in attribution: A Norwegian study

A quasi-experimental study was conducted to examine the effect of sex on actor and observer attributions of success and failure. It was predicted that, contrary to American results in similar studies, Norwegian males and females would tend to be largely similar in their attribution of success and failure. Only same-sex attributions were explored. Subjects were asked to attribute causality along a set of six standard causal dimensions. The results showed that sex had a relatively minor effect on attributions, compared to the effects of attributor role and task outcome. Only in their attributions of ability did men and women differ to some degree in that women were more likely to use lack of ability as an explanation for own failure. The study concludes that cross-cultural research is needed in order to better assess the normative impact on attribution.     

Sex differences in self-confidence: The influence of comparison to others' ability level

Previous investigators have suggested that women display lower self-confidence than men in almost all achievement settings. The validity of this suggestion is assessed in an experiment testing the impact of comparison to others upon sex differences. Male and female undergraduates, who expected to cooperate in the future with a same-sex partner of high, average, or low ability, selected a difficulty level for an achievement test, completed the test, evaluated their own performance, and estimated their future partner's probable performance. As predicted, only when subjects' future partner was highly competent did women select an easier test than men, perform less well, and compare themselves less favorably to their partner. Also, women's, but not men's, self-evaluations depended upon their partner's ability level. It is concluded that sex differences are moderated by social comparison variables. Cognitive processes that may underlie such differences are discussed.The authors wish to express their appreciation to Phoebe Ellsworth for her critical comments on this research, and to Pamela Joy, Tama Jacobson, and Thomas Hallet for serving as experimenters. Portions of this study were reported at the Eastern Psychological Association Convention, 1978.     

A comparison of four computer-based telephone interviewing methods: Getting answers to sensitive questions

Interactive voice response (IVR) technology presents a new and promising approach by which to collect accurate data on sensitive topics by telephone interviews. In a national survey of 2, 880 households of alcohol and drug consumption, we compared computer-assisted telephone interviewing (CATI) and IVR with two hybrid methods that combine IVR with CATI. The principal hypothesis was that the self-report rates of sensitive behaviors would be higher for the hybrid and IVR methods owing to greater perceived confidentiality than with CATI. All the methods obtained similar sample demographic compositions. Response rates did not differ significantly between the CATI and the hybrid methods; however, the response rate with IVR was significantly lower. The hybrid and IVR methods obtained significantly higher self-report consumption rates for alcohol and marijuana and significantly higher hazardous drinking scores, as measured by the Alcohol Use Disorders Identification Test (AUDIT).     

Sex differences in humor production ability: A meta-analysis

We offer the first systematic quantitative meta-analysis on sex differences in humor production ability. We included studies where participants created humor output that was assessed for funniness by independent raters. Our meta-analysis includes 36 effect sizes from 28 studies published between 1976 and 2018 (N = 5057, 67% women). Twenty of the 36 effect sizes, accounting for 61% of the participants, were not previously published. Results based on random-effects model revealed that men's humor output was rated as funnier than women's, with a combined effect size d = 0.321. Results were robust across various moderators and study characteristics, and multiple tests indicated that publication bias is unlikely. Both evolutionary and cultural explanations were considered and discussed.     

Sex differences in visual-spatial working memory: A meta-analysis

Visual-spatial working memory measures are widely used in clinical and experimental settings. Furthermore, it has been argued that the male advantage in spatial abilities can be explained by a sex difference in visual-spatial working memory. Therefore, sex differences in visual-spatial working memory have important implication for research, theory, and practice, but they have yet to be quantified. The present meta-analysis quantified the magnitude of sex differences in visual-spatial working memory and examined variables that might moderate them. The analysis used a set of 180 effect sizes from healthy males and females drawn from 98 samples ranging in mean age from 3 to 86 years. Multilevel meta-analysis was used on the overall data set to account for non-independent effect sizes. The data also were analyzed in separate task subgroups by means of multilevel and mixed-effects models. Results showed a small but significant male advantage (mean d = 0.155, 95 % confidence interval = 0.087-0.223). All the tasks produced a male advantage, except for memory for location, where a female advantage emerged. Age of the participants was a significant moderator, indicating that sex differences in visual-spatial working memory appeared first in the 13-17 years age group. Removing memory for location tasks from the sample affected the pattern of significant moderators. The present results indicate a male advantage in visual-spatial working memory, although age and specific task modulate the magnitude and direction of the effects. Implications for clinical applications, cognitive model building, and experimental research are discussed.     

Sex differences in duration judgments: A meta-analytic review

We quantitatively reviewed human sex differences in the magnitude and variability of duration judgments. Data from 4,794 females and 4,688 males yielded 87 effect size estimates of magnitude and 28 of variability. The overall sex difference in duration judgment magnitude was small but statistically significant. It was moderated by whether study participants knew in advance (prospective paradigm) or only later (retrospective paradigm) that they would be required to judge duration. Although prospective judgments showed no overall sex effect, some levels of moderator variables showed a small but statistically significant effect. Retrospective judgments showed a larger subjective-to-objective duration ratio for females than for males, and several variables moderated this effect. Females' judgments also showed more intersubject variability than did males' judgments. Relative to males, females sustain attention to time more in the prospective paradigm and have better episodic memory in the retrospective paradigm.     

Sex differences in educational outcomes: A cross-national study

Through their organization and curricula, schools either promote separate roles for males and females or operate to minimize differences. This study describes sex differences in science and reading achievement and attitudes for nationwide samples of 14-year-old children in the United States, Sweden, and England. There are largely the same sex differences in all three countries: Male and female pupils have similar reading skills, while girls have more positive reading habits; males outperform females in science, with the smallest difference observed for biology; males have more positive attitudes toward science, except that females believe science to be at least as important a topic as boys do. There is no noteworthy increase in sex distinctions with one more year of schooling, from grade 8 to grade 9. However, in English coeducational schools, girls show a deceleration in science and vocabulary achievement relative to their male peers. Girls in English one-sex schools exceed their male counterparts in reading and several science subjects. It is hypothesized that the role of successful female teachers and peers, and the absence of social pressure from boys, may facilitate girls' learning in these areas. A study is proposed of specific school practices and the ways in which they determine sex discrepancies.An earlier version of this article was presented to the annual meeting of the American Educational Research Association, San Francisco, April 1976. The author is grateful to Heidi Wolfstetter-Kausch for assistance in researching background material for the article.     

Sex differences in endorsement of influence tactics and political behavior tendencies

Sex differences in the endorsement of influence tactics and political behavior tendencies were surveyed among 337 employees (176 males and 161 females). The sample was composed of managers, business owners, and professional, technical, sales, and office support workers from a variety of organizations. No significant differences were found between males and females with respect to scores on the Political Orientation Questionnaire, preference for teamwork, exchange of favors, and upward appeal. However, women were significantly less likely than men to perceive themselves as relying on charm, manipulative tactics, and personal appearance to achieve results and gain advantage. None of the sex differences could be attributed to years of job experience.     

The effects of empathic instructions upon donating behavior: Sex differences in young children

First-grade children were given either empathy instructions (in which they were told to imagine themselves in the target person's place) or neutral instructions (in which they were told to listen to what the target person did). For half the subjects, the target person was of the same sex; for the other half, the target person was of the opposite sex. Subjects were then given a chance to anonymously donate money to the target child, who was presented as being in need. Liking for the target child, subject's perceptions of the target child's emotional state, and subjects' report of their own emotional states were also assessed. Empathic instructions increased donating behavior for males, but not for females. Accuracy of perception of the target person's state was generally high. Self-reports of emotional states congruent with that of the target tended to be associated with increased donating behavior only for males, but these self-reports were greater for females than males, and greater for both sexes with same-sex target persons. Liking also was enhanced by gender similarity. These results are discussed in terms of a proposed relationship among empathy, prosocial behavior, sex, and age.We wish to express our gratitude to the staff and students of Wannamaker and North Fairview Elementary Schools of Topeka, Kansas, for their assistance in carrying out this research, and also thank C. Daniel Batson for his helpful suggestions and comments.     

A comparison of functional analysis methods of inappropriate mealtime behavior

Investigators have evaluated two procedural variations for conducting a functional analysis of inappropriate mealtime behavior exhibited by children with feeding problems. One method involves prompting bites only in the escape condition (e.g., Najdowski et al., 2008). Another method involves prompting bites across all conditions (e.g., Piazza et al., 2003). We assessed the food refusal of 3 children diagnosed with a feeding disorder by comparing the two variations. The two methods resulted in different outcomes for 2 of 3 children. Prompting bites only in the escape condition identified a single function (i.e., escape). Prompting bites across all conditions identified multiple functions (i.e., escape and attention). We then examined the relative effects of extinction procedures (individually and in combination) to determine the validity of each method. Results of the treatment evaluation suggested that the procedural variation that failed to identify an attention function for 2 of 3 children produced false negative findings.     

A comparison of interview and self-report methods for the assessment of borderline personality disorder criteria

Interview methods are widely regarded as the standard for the diagnosis of borderline personality disorder (BPD), whereas self-report methods are considered a time-efficient alternative. However, the relative validity of these methods has not been sufficiently tested. The current study used data from the Collaborative Longitudinal Personality disorder Study to compare diagnostic base rates and the relative validity of interview and self-report methods for assessing functional outcome in BPD. Although self-report yielded higher base rates of criteria endorsement, results did not support the common assumption that diagnostic interviews are more valid than self-reports, but instead indicated the combined use of these methods optimally identifies BPD criteria.     

Sex differences in student dominance behavior in female and male professors' classrooms

Measures of verbal participation and interaction among graduate students provided a comparison of male and female dominance behavior in the classroom, and measures of the contextual effect of sex of professor provided further data on the interrelatedness of sex, status, and dominance behavior. Male students were found to exhibit significantly more aggressiveness (interruptive behavior) than female students in both male and female professors' classes, although significantly more male aggressiveness occurred in female professors' classes than in male professors classes. Male students were significantly more assertive (frequency and duration of speech) in female professors' classes only. In student-to-student interaction, aggressiveness was predominantly exchanged between sexes rather than among same-sex members.The author would like to thank Julie Parks and Joanie Rubin for their help with this research.