Abstract
Sex differences in cognitive activity were investigated. Using a list containing words with masculine, feminine, and neutral connotations, Experiment 1 revealed that masculine words were better recalled by male college students (n=16) while feminine words were better recalled by female college students (n=16). This difference was reduced on a recognition test. Experiment 2 demonstrated that the phenomenon was not due to a difference in the way males (n=20) and females (n=20) interpreted the meaning of the words. Finally, in Experiment 3, the memorial selectivity was shown to exist in the same manner for White middle-class elementary school (n=32) and high school (n=32) students. Learning and repression interpretations of the effect were proposed. Some practical implications of the data were suggested.
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