PSY101 LAB

Report-02

Gender Differences in Abstract Reasoning

Prepared For

DR. A.K.M. REZAUL KARIM

Professor

Department of History & Philosophy School of Humanities & Social Sciences

North South University

Prepared By

Sabrina Tasnim Esha

ID-1721098630

Course title: Introduction to Psychology Lab

Section-22

Date of Conduction: 17/07/2021

Submission Date: 07/08/2021

Table of Contents
Abstract ..................................................................................................................................... 3
Introduction ............................................................................................................................... 4
Methodology ............................................................................................................................... 7
Results ......................................................................................................................................11
Discussion..................................................................................................................................12
Conclusion.................................................................................................................................14
References .................................................................................................................................15
Appendices ................................................................................................................................16
 Abstract

The capacity of the brain and memory to the vision, there are differences in point of view

to different peoples. The purpose of this experiment is to investigate individual differences in

abstract reasoning abilities. A long history of controversy surrounds the difference between males

and females in reasoning abilities. To study this debatable issue an experiment was conducted

under Professor Dr. A.K.M. Rezaul Karim in the PSY101 Lab course in which two independent

subject designs are used. In the experiment, the gender of the candidates was Independent Variable

(IV) and abstract reasoning ability was dependent variable (DV). One adult male candidate and

one adult female candidate participated in the following experiment. Both participants were

required to take a 50 question questionnaire as part of the Differential Aptitude Test (DAT), in

which they had to answer within 25 minutes. From the experiment, we found that though the

female participant scored higher than the male participant, she took greater time than the male

participant. So, it can be said that gender difference has effects on the abstract reasoning ability of

humans.
 Introduction

Psychological tests are used to assess cognitive and emotional functions. The evaluations

conducted in psychological testing may include written, visual, verbal, and other forms of

assessment. Psychological gender differences are those that are expressed in emotions, driving

behaviors, or thinking processes. By observing the results of one experiment, conclusions cannot

be drawn about psychological tests. Despite schooling and cultural differences, these questions

highlight a candidate's ability to think abstractly and critically. In addition, the system assigns a

metric to objective and intellectual capacity.

The purpose of a psychological test is to assess attributes that psychologists need. Several

factors include scores in mechanical aptitude, abstract thinking, reasoning skills, and personality

traits. One of the types of tests under DAT is abstract reasoning. The abstract reasoning subtest

contains 50 items (50 questions). Participants are required to answer questions in the form of

multiple-choice questions, identify the figures’ sequence in the picture, and answer the questions.

This research showed a statistically significant correlation between respondents' abstract

reasoning skills and problem-solving capabilities (Guinungco & Roman, 2020).

In abstract reasoning, we refer to the ability to identify patterns and relations, detect

patterns, and solve problems involving complex patterns of information (Datta & Roy, 2015).

Moreover, abstract reasoning is an aspect of (individual) abstract thinking ability that

shows a certain level of conceptual thinking capability in some specific domains. In contrast, it

will also be relevant to reasoning capability in other domains (Datta & Roy, 2015).

Neo-Piaget can explain that a person in charge of solving a problem based on abstraction

could possibly be on the concrete operational stage before temporarily becoming an expert of
formal operational while solving the problem using another type of abstraction (Joubish &

Khurram, 2011).

In general, aptitude tests are standardized assessments of an applicant's ability to perform

specific tasks and adapt to a variety of situations. An administrative and scoring system is in place

for the tests.

In the tests, it is assumed that people have individual abilities and that these differences are

relevant for predicting future accomplishments. In the same way that intelligence tests measure

various abilities, general aptitude tests measure a broad spectrum of capabilities (verbal

comprehension, general reasoning, numeracy, perceptual speed, and mechanical knowledge).

Scholastic Assessment Test (SAT) is an example of a group test commonly used in the United

States to gauge general academic ability (“The Editors of Encyclopedia Britannica,” 2011).

The most common intellectual tests are abstract reasoning tests, followed by verbal

reasoning tests and numerical reasoning tests. Aptitude tests consist of multiple choice questions,

which are controlled under examination conditions (Desh, 2020). There may be 30 to 40 questions

in a typical test, and the time allotment will differ based on how quickly an individual can complete

the specific task. This tests are designed to measure an individual's ability to reason rationally. The

imagination component measures fluid intelligence, which is an ability to think creatively by

categorizing patterns and logic rules in new data, integrating this information, and applying it to

solve problems (Desh, 2020).

Purpose

In this experiment, we sought to investigate the difference between abstract reasoning

capacity between male and female participants.

Variables

Independent Variable: Gender of Participants

Dependent Variable: Scores on the Abstract Reasoning

Hypothesis

Participants scoring high on abstract reasoning will be more likely to be female than male.

Females performed better on the abstract reasoning capability in the previous study.
 Methodology

Design

Two independent subject designs were used in this experiment.

Participants

1) A 54-year-old female participant, currently a housewife, belonging to a middle-

class family.

2) One male participant, 55 years old, currently employed as a businessman, belongs

to a middle-class family.

Apparatus/ Materials

The following materials were used in this experiment:

1. A booklet with instructions and 50 “abstract reasoning” questions

2. Consent form

3. Scoring key for Abstract Reasoning

4. A stopwatch on a smartphone

5. Abstract Reasoning subtest of Differential Aptitude Test (DAT)

Description of DAT

As early as 1947, the Psychological Corporation released the Differential Aptitude Test

(DAT), a set of tests measuring separate aptitudes in students and adults (Salkind, 2011). The latest

edition (fifth) was published in 1990. The purpose of different aptitude tests is to quickly and

accurately assess an individual's ability to learn or succeed in several different areas, including

verbal reasoning, numerical reasoning, abstract reasoning, perceptual speed and accuracy,

mechanical reasoning, space relations, spelling, and language usage (DESCRIPTION OF THE

DIFFERENTIAL APTITUDE TEST BATTERY, n.d.).

 The abstract reasoning subtest consisted of 50 questions in this experiment. An abstract

reasoning subtest is meant to be a non-verbal means of assessing a person's reasoning ability. Using

geometric figures or designs, the test measures how well individuals can reason. In each test item,

the elements in the series change in conformity with a certain rule. This type of abstract reasoning

is useful in courses or occupations that require the ability to see relationships among objects in

terms of their size, shape, position, and quantity.

The original forms (A and B) of DAT were developed in 1971 to provide an integrated,

scientific, and well-ordered standardized procedure for measuring the abilities of boys and girls in

grades 8 through 9, for the purpose of educational guidance. The DAT test was revised and re-

standardized in 1962 (Land N) and again in 1972 (S and T). The 1962 revision of the tests was

directed primarily at making the text easier to administer and score through various changes in

forms, test length, and elimination of formula scoring. Together with the new material after

revision, the original items were tried out experimentally on groups of high school students in the

8 and 10 grades. Differential and discrimination values were computed for eath grade and gender

following the tests.

Validity of DAT

In the early 20th century, ability tests were standardized. Since then, the use of these kinds

of tests has risen significantly. Most of this rise was due to the increase in the number of schools

assessing the cognitive abilities of children. According to the article of Validity of the Differential

Aptitude Test for the Assessment of Immigrant Children, the subtests of the DAT were equally

effective in measuring the cognitive abilities of minority and majority students. When Spearman's

hypothesis is tested using DAT subtest scores and criterion scores, the significant differences

between the groups can be found.

Reliability of DAT

According to (French & Beaumont, 1991), test re-test reliability shows, Language Usage

Test was Excellent (ICC = 0.89) and the Spelling Test also was Excellent (ICC = 0.91) using an

unknown population (Ronquillo, n.d.). There are internal consistency coefficients ranging from 82

to 95 for all the students. Speed and accuracy are important to perception, except in perception

speed. When the subjects have good temporal stability, the reliability coefficients are in the 80s

for most of the subjects.

Practical Utility of DAT

The DAT tests are used for hiring and selecting employees as well as for school and career

counseling.

Scoring

Participants' answers were scored according to the scoring principle. As a result, the raw

scores on the "Abstract Reasoning" subset represented how many correct answers participants

were able to get out of 50.

Norms

In order to develop the norms for the eight subsets of DAT, percentile values were used.

The U.S. National Center for Education Statistics calculated boy and girl norms for over 64,000

students in public and parochial schools located in 33 states. Based on a two-stage sampling

procedure, the standard sample's socio-economic background, scholastic aptitude, and ethnicity

ensure a representative sample of the entire student population in the USA.

Procedure

Separate abstract reasoning assessments were administered to each participant to ensure

validity. To begin with, the participants (male and female) were asked to sit comfortably in a room.

Informed consent forms were given to the participants prior to the experiment to ensure their

participation was voluntary. Additionally, verbal instructions were given to all participants so that

there was no confusion. Following the demonstration, the participant received a booklet followed

by a brief explanation of the experiment. There were instructions in the booklet, as well as

questions and answers. The booklet's first page had instructions that each page had two columns

with each row containing four figures in the left column called "Problem Figures" and five possible

figures in the right column named "Answer Figures". There were four problem figures in the series,

and the participant had to discover the fifth figure in the series. In the answer sheet, participants

had to mark the correct answer to each problem figure. There were 50 questions to be answered in

25 minutes. Even if they could not answer all questions, they had to stop after 25 minutes. On a

smartphone, the experimenter used a stopwatch to track the time. We took the participants'

feedback after the experiment ended to learn about their feelings and experiences.
 Results

Table 1

Gender Differences in Abstract Reasoning

Gender Raw Score Percentile

Male 22 10

Female 23 15

1. Values may change depending on the variables

2. In the norms table, the percentile points are zoned instead of precise points. The

indirect percentile is the midpoint of each.

Table 1 shows that the raw score for the male participant is 22 and the corresponding

percentile is 10. According to this, the score was above that of 10% of men in the corresponding

normative group. For the female participant, the raw score was 23 with a corresponding percentile

of 15. As such, this score represents a higher score than 15% of adults from the normative group

for females.
 Discussion

The purpose of the test was to assess non-verbal reasoning ability and the ability of

candidates to apply concrete materials to vocational counseling. An adult businessman and

housewife were both invited to participate in the experiment. It is clear from this result that the

hypothesis of the experiment has been fulfilled. In a sense, the hypothesis that has been considered

has proven to be correct. Furthermore, the difference between male and female is minimal, with

males at 10% and females at 15%. In addition, it is also notable how the female participant spent

most of her time answering the questions and taking the time and effort to think about her answer.

In contrast, the male participant answered the questions without much thought or reasoning in the

end.

Here, the purpose of the study is to understand the difference between males and females

with respect to their cognitive ability. This experiment has one of the most significant limitations:

its sampling method. Since the sample was selected opportunistically because of the current Covid

situation, where we are unable to choose participants according to our convenience, the sample is

not truly representative of the population. Additionally, this experiment took place within a

classroom and they participated through Google meet. As a result, the experiment was conducted

in a room where the extraneous variables that were likely to interfere with the data collection were

not eliminated. There was even a participant in the feedback who was distracted by the additional

noise. A third factor affecting the outcome of the experiment was that it was not conducted in an

isolated room with the participant, which could possibly influence the participant's reactions. A

larger sample population and more participants of different ages could have improved the results

of this experiment.
 By changing the independent variables (such as different age groups or education levels)

along with the same dependent variable (Abstract Reasoning ability), the researcher may introduce

variation in the methodology in the future.

 Conclusion

The experiment was conducted to find out if there is a difference in ability between genders

or abstract reasoning. As a result of the psychological experimental study, the hypothesis we stated

above has been proven correct, as the female participant scored higher than the male participant,

with a percentile of 15 compared to the percentile of 10. Thus, gender differences are associated

with differences in abstract reasoning.

 References

Datta, S., & Roy, D. (2015). Abstract reasoning and Spatial Visualization in Formal

Operational Stage. International Journal of Scientific and Research Publications, 5(10), 1-6.

Retrieved from http://www.ijsrp.org/research-paper-1015/ijsrp-p4648.pdf

Desh, A. (2020). Gender Difference in Abstract Reasoning. Course Hero. Retrieved from

https://www.coursehero.com/file/68942215/PSY101-Lab-Experiment-2docx/

The Editors of Encyclopaedia Britannica. (2011). Britannica.

Guinungco, H., & Roman, A. (2020, July). Abstract Reasoning and Problem-Solving Skills

of First Year College Students. ResearchGate. Retrieved from

https://www.researchgate.net/publication/342623632_Abstract_Reasoning_and_Problem-

Solving_Skills_of_First_Year_College_Students

Joubish, M., & Khurram, M. (2011). Cognitive Development in Jean Piaget’s Work and its

Implications for Teachers. World Applied Sciences Journal, 12(8), 1-6. Retrieved from

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.390.6569&rep=rep1&type=pdf

DESCRIPTION OF THE DIFFERENTIAL APTITUDE TEST BATTERY. (n.d.). Retrieved

from http://colaisteiognaid.ie/wp-content/uploads/2015/02/dats-explained.pdf

Ronquillo, E. (n.d.). Differential Aptitude Test: An Overview. Retrieved from

https://www.sralab.org/rehabilitation-measures/differential-aptitude-test

Salkind, N. (Ed.). (2011). Differential Aptitude Test. Encyclopedia of Measurement and

Statistics. Retrieved from https://dx.doi.org/10.4135/9781412952644.n136

 Appendices

1. Consent Form

2. Instructions

3. DAT Booklet

4. Answer sheet

5. Participant’s socio-demographic information and feedback