The Sat as a Measure of Problem-Solving Ability in Males and Females

Abstract

The purposes of this study were to determine (1) the relationship between mental operations involved in solving 5 insight problems and those used in taking the Scholastic Aptitude Test (SAT) and (2) whether the sex difference in problem-solving performance is still present in college students when SAT scores are equated. 264 male and 210 female Ss were tested. It was found that the SAT (Math) scores were correlated with problem-solving ability for both sexes, while the SAT (Verbal) showed little correlation for either sex. All problems contributed to the Math form correlation. Females were found to have scored significantly lower than males on the Math form and on the insight problems but did equally well on the Verbal. Matching of scores on the Math form did not remove the sex difference in problem-solving ability. When these scores were divided into sub-groups by level, it was found that females with high Math scores were responsible for most of the male-female difference in problem solving. Further analysis to determine reasons for this sex difference suggested a qualitative difference in cognitive style as opposed to differential motivation. Females seem to rely relatively more on recall while males rely more on problem solving when taking the SAT (Math).