Intelligence and personality are the most researched constructs in the scientific literature in the field of psychology. Also, the relationship between them has been studied, with controversial results. The present study examines the relationship between intelligence and personality, considering, on the one hand, the influence of gender and, on the other, the predictive capacity of intelligence for personality traits. The sample consisted of 1166 participants between 11 and 16 years old from the Canary Islands. The Big Five Personality Questionnaire for Children, Adolescents and Adults (MASK-5) and the Adaptive Test of General Intelligence (Matrices-TAI) were used. For the analysis, a quantitative approach with an ex post facto, cross-sectional design was used. The analysis was carried out with SPSS v.26 and Jamovi v.2.3.21. The findings revealed non-significant gender differences in intelligence and personality. The regression model between the two constructs was only significant for the dimension consciousness (F(1,1164) = 3.906, p = 0.048; ɳp2 = 0.003) and its facet perseverance (F(1,1164) = 5.953, p = 0.015; ɳp2 = 0.005), but the effect size was small in both cases. When considering girls and boys separately, the model was not significant for boys, whereas for girls, the dimension consciousness (F(1,595) = 6.148, p = 0.013; ɳp2 = 0.010) and its facet achievement (F(1,595) = 8.227, p = 0.004; ɳp2 = 0.014), as well as the facet humility (agreeableness) (F(1,595) = 6.472, p = 0.011; ɳp2 = 0.011), were significant, but again, with small effect sizes. Nevertheless, low observed power results for the whole sample and the boys sample suggest the need to increase the sample size. These findings are discussed, and future lines of research in this field of study are proposed.

Several studies have examined performance on the Wechsler batteries in typically developing children and adolescents. In particular, some studies suggest that cognitive functioning may differ between males and females. In this framework, the present study aims to investigate, through a meta-analytical approach, whether there are sex differences in the profiles emerging from the WISC battery in children with a Specific Learning Disability. For this purpose, a systematic search was conducted, resulting in a final selection of 12 published studies which utilized the WISC and included at least one group of SLD children of similar ages. Scores obtained in each scale and subtest of the battery were then examined according to the CHC/WISC-V classification. A series of mixed-effects models were fitted to meta-analyze the data. The results highlight some differences favoring males, and others advantaging females. On the one hand, males exhibited higher performances in crystallized intelligence, visual processing, and quantitative knowledge. On the other hand, females showed better performance in short-term memory and processing speed. Nevertheless, no differences in fluid reasoning emerged, which probably did not prompt differences in overall intellectual functioning. From a practical and implications point of view, understanding sex-specific differences seems to be of pivotal importance, since it might trigger the development of ad hoc intervention programs in the clinical and educational context.

This meta-analysis reviews 79 studies (N = 46,605) that examined the existence of gender difference on intelligence in school-aged children. To do so, we limited the literature search to works that assessed the construct of intelligence through the Wechsler Intelligence Scales for Children (WISC) batteries, evaluating eventual gender differences in indices and subtests. The theoretical framework we adopted is the cross-battery approach which locates cognitive abilities into different levels, also considering the possible mediating effect of the version of the WISC being used. As for broad abilities, a notable discrepancy emerged in favour of males for visual and crystallized intelligence, while female/male differences on fluid intelligence were negligible. Conversely, females’ performance on the processing speed factor was superior. Interesting results emerged at the subtest levels, albeit with less pronounced differences in performance. Results generally showed that older versions of WISC batteries displayed larger gender differences compared to the most recent ones.

The sexes do not differ in general intelligence, but they do in some specifics

The possible role of field independence/dependence on developmental sex differences in general intelligence

Book Review: [i]Sex Differences in Intelligence: The Developmental Theory[/i

This research examines how the popularity of students in elementary school is related to school success, intelligence, and teacher assessments of student abilities. The study was conducted on a sample of 412 students from 1st to 8th grade of Elementary School Visoka in Split. Methods used in the study were progressive matrices, teacher assessments on the PROFNAD scale and a sociometric questionnaire. This research shows that more popular students have higher school achievement, higher intellectual abilities, and teachers rate their abilities higher, especially managerial ones. Most students are isolated. At biggest risk are the controversial and rejected ones. There are no gender differences in intelligence, school success, but teachers rate girls ’artistic abilities higher. Boys are more often rejected, while girls are more often isolated. Research of this kind is useful within the school itself because it leaves the possibility of interventions to improve the social status of isolated, rejected and controversial students.

According to Lynn’s developmental theory of sex differences, male and female children have approximately the same IQ. Females, entering puberty earlier, pull ahead for a period in early adolescence before males ultimately reach a permanent IQ advantage, commencing in the late teens. This has also been found in some Arab countries, though there are a number of exceptions, including Saudi Arabia. In order to further test Lynn’s model, we administered the Standard Progressive Matrices (SPM) to a geographically representative sample of 2,090 school pupils aged 6 to 18 in the Omani region of Dhofar. We found that, in line with Lynn’s model, males reached a small IQ advantage by their late teens. However, our findings were not precisely congruent with what Lynn’s model would predict. We argue that Oman’s relative liberalism towards females, as well as sampling differences, explain our divergence from the Saudi Arabian sample.

In the standardization sample of the Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV) in Taiwan, girls at the age of 2:5-3:11 years generally had higher average cognitive abilities than boys but this advantage was not present at the age of 4:0-7:0 years. These results are consistent with other studies reporting that among young children, girls have higher average cognitive abilities than boys. Girls had greater variability than boys in the majority of measures. Key Words: Taiwan; Wechsler tests; Sex differences; Intelligence; Young children; Variability

The present study investigated gender differences in cognitive abilities for children aged 2–7 years on the German Wechsler Primary and Preschool Scale of Intelligence–Fourth Edition (WPPSI-IV). WPPSI-IV data of 1,042 children (517 girls and 525 boys) were selected from the extended dataset of the German WPPSI-IV standardization sample. First of all, confirmatory factor analyses (CFAs) were used to verify the factor structure of the WPPSI-IV, which was proposed by the test developers. Then, multiple-group confirmatory factor models were implemented to explore measurement invariance across gender. Finally, mean differences in the subtests, index scores, as well as full scale IQ (FSIQ) were analyzed. The second-order three-factor model for age group 2:6–3:11 as well as the second-order five-factor model for age group 4:0–7:7 could be verified. For age group 2:6–3:11, full scalar invariance could be accepted, whereas partial scalar invariance could be established by freeing five nonequivalent subtest intercepts for age group 4:0–7:7. These findings support interpretable comparisons of the WPPSI-IV scores between girls and boys. For age group 4:0–7:7, partial invariance should be taken into account in these comparisons. Furthermore, girls aged 4:0–7:7 showed an advantage in processing speed (PS). Mean scores in any of the other cognitive abilities did not differ between girls and boys in both age groups. These results indicated measurement invariance across gender on the WPPSI-IV, so that the tests measure cognitive abilities in the same way for girls and boys. The current findings showed that gender differences in PS may emerge in early childhood, which might lead to gender differences in later educational skills.

Gender differences and measurement bias in the assessment of adult intelligence: Evidence from the Italian WAIS-IV and WAIS-R standardizations

Sex differences in intelligence on the SPM+ in Dhofar in the Sultanate of Oman

This study examines sex differences in reasoning ability assessed with Raven’s Advanced Progressive Matrices among 2,206 (1001 male and 1205 female) school students aged between 15 and 18 from urban and rural secondary schools in the Minya region of southern Egypt. There are no statistically significant differences in intelligence between males and females up until the age of 15. However, males scored significantly higher than females at the ages of 16, 17 and 18, consistent with Lynn’s developmental theory of sex differences in intelligence. In exploring the Egyptian education system and the social dynamics of the Minya region in more depth, we attempt to find various confounds which might offer explanations for this difference. However, we find that Lynn’s model is the most persuasive.

This research approached gender differences in self- and other-estimated overall, reversal motivational intelligences and beliefs about intelligence in Brazil. The sample comprised 174 (96 women and 78 men) students. Participants answered a survey where they estimated their parents’, partners’ and own overall and the eight reversal motivational intelligences. They also evaluated six factors about intelligence. Men assessed their overall intelligence higher than women. By contrast, women provided greater self-estimates of alloic mastery and alloic sympathy intelligences than men. Women and men did not differ in estimates of partner and of parental reversal motivational intelligences. Respondents rated their father as more intelligent than their mothers. In general, respondents evaluated themselves as more intelligent than their parents. Fathers have been rated as more intelligent than mothers on overall intelligence. Telic and conformist intelligences were significant predictors of overall intelligence. Factor analysis of the eight reversal motivational intelligences evidenced a unidimensional structure. Most of respondents did not believe in gender differences in intelligence. The results are discussed taking into account the extant literature in the field.

The relationship between sex and creativity remains an unresolved research question. The present study aimed to approach this question through the lens of the developmental theory of sex differences in intelligence, which posits a dynamic pattern of sex differences in intellectual abilities from female superiority in childhood and early adolescence to male superiority starting at 16 years of age. A total of 775 participants from three age groups (i.e., children, adolescents, and emerging adults) completed a 4-year longitudinal study comprising four assessments of creative thinking at 1-year intervals. Creative thinking was assessed with the Test for Creative Thinking-Drawing Production. While the results revealed female superiority in childhood and early adolescence, male superiority was not found in adolescence and emerging adulthood. Rather, greater sex similarities and greater male variability were found based on mean and variability analyses, respectively. This study elucidated the link between sex and creativity by (1) taking a developmental perspective, (2) employing a 4-year longitudinal design in three age groups (i.e., children, adolescents, and emerging adults), and (3) analyzing sex differences based on both mean and variability analyses.

Testing the developmental theory of sex differences in intelligence using latent modeling: Evidence from the TEA Ability Battery (BAT-7)

Sex differences on Raven's Standard Progressive Matrices within Saudi Arabia and across the Arab world: Females' advantage decreases from childhood to adolescence

Data are reported for the IQs of men and women university students in South Korea showing that men obtained a higher IQ than women by 3 IQ points on the WAIS-R and by 1.8 IQ points on the Advanced Progressive Matrices. Men showed greater variability than women on both tests. The South Korea students obtained a British-scaled IQ of 112.5, approximately 6 IQ points higher than that of British students.

The Coloured Progressive Matrices (CPM), a non-verbal reasoning test for children, was administered to a sample of 4785 primary school students aged 5-12 years in Sudan. Girls obtained higher average scores equivalent to an IQ difference of 3.56 points and showed greater variability than boys. Comparison with scores obtained in a similar study performed in the same area in 2004 shows that the female advantage that is presently seen is a recent phenomenon, and that boys scored higher than girls in the earlier study.

The current study was an endeavour to explore the differences in self-efficacy and emotional intelligence among the college youth with respect to their family type and between genders. It was also intended to assess the relationship between self-efficacy and emotional intelligence. The purposive sample of this study comprised of 120 students of first year degree college of Arts, Commerce and Science, 60 from joint and 60 from nuclear family. Both groups include 30 male and 30 female youth. The sample was studied by using Self-efficacy Scale (Mathur & Bhatnagar, 2012) and Emotional Intelligence Test (Sharma, 2011). The independent sample t test revealed significant differences in self-efficacy, and total and handling relations dimension of emotional intelligence of college youth in relation to their family type showing nuclear family youth are higher on self-efficacy while joint family youth score more on total and handling relations dimension of emotional intelligence. The study also depicted significant gender differences in self-efficacy and total emotional intelligence indicating male youth are higher on self-efficacy and total emotional intelligence than female youth. The domain-wise analysis of data shows similar trends in terms of self-awareness, motivating oneself, empathy and handling relations except managing emotions. Pearson's correlation showed significant and positive association between self-efficacy, and total and self-awareness, managing emotions and handling relations dimensions of emotional intelligence.