Gaulin S J, FitzGerald R W, Wartell M S
Department of Anthropology, University of Pittsburgh, Pennsylvania 15260.
J Comp Psychol. 1990 Mar;104(1):88-93. doi: 10.1037/0735-7036.104.1.88.
The hypothesis that sex differences in maze learning result from sex differences in activity was tested with wild-caught prairie (Microtus ochrogaster) and meadow (M. pennsylvanicus) voles. For 38 voles error production and activity were simultaneously measured in a series of 7 symmetrical mazes. Repeated-measures analyses of variance (ANOVAS) examined species, sex, maze, and interaction effects for 3 dependent variables: errors, activity, and errors/activity. The pattern of significant effects was very different for the errors and activity ANOVAS, which suggests that differential activity cannot explain differential error rates. In contrast, the pattern of effects was very similar for errors and errors/activity ANOVAS, which suggests that controls for activity do not remove differences in error production. These results fail to support the activity hypothesis.
关于迷宫学习中的性别差异源于活动方面的性别差异这一假设，通过对野生捕获的草原田鼠（Microtus ochrogaster）和草甸田鼠（M. pennsylvanicus）进行了测试。对38只田鼠在一系列7个对称迷宫中同时测量错误产生情况和活动量。重复测量方差分析（ANOVAS）检验了物种、性别、迷宫以及3个因变量（错误、活动量和错误/活动量）的交互作用影响。错误和活动量的方差分析中显著影响模式差异很大，这表明不同的活动量无法解释不同的错误率。相比之下，错误和错误/活动量的方差分析中影响模式非常相似，这表明对活动量的控制并不能消除错误产生方面的差异。这些结果未能支持活动假设。
