Luchins A S, Luchins E H
J Genet Psychol. 1979 Jun;134(2d Half):255-69. doi: 10.1080/00221325.1979.10534060.
Sex differences in Einstellung Effects were confounded by attitudinal factors. Hypothesizing that this was the case for spatial visualization and restructurization, we compared male and female college students' solutions of three elementary geometric problems. Used by Max Wertheimer to study productive thinking, they call for a Gestalt, spatial approach. In group administration to 86 calculus students, males did somewhat better than females, but the reverse held in classes where most women majored in mathematics. Individual administration to 200 Ss, balanced for sex and major, showed that female mathematics majors had more solutions than other females: e.g., 51 percent more compared to 26 percent sex differences. Four hints were available for restructuring each problem. The percentage needing all four hints was highest for male nonmathematics major and next highest for female mathematics majors (e.g., 75 and 23 percent, respectively). Embarrassment at needing hints in such "easy problems" and ego-involvement were factors. Thus, sex differences were less pronounced than differences related to mathematical abilities and interests and to task-and ego-concerns.
定势效应中的性别差异被态度因素所混淆。鉴于我们假设空间可视化和重构化的情况也是如此，我们比较了男女大学生对三道基本几何问题的解答。马克斯·韦特海默曾用这些问题来研究创造性思维，它们需要一种格式塔的、空间的方法。在对86名微积分学生进行分组测试时，男生的表现略好于女生，但在大多数女生主修数学的班级中情况则相反。对200名按性别和专业均衡分组的受试者进行单独测试后发现，女性数学专业学生比其他女性有更多的解决方案：例如，性别差异方面，前者比后者多51%，而后者为26%。每个问题都有四条用于重构的提示。需要全部四条提示的比例，男性非数学专业学生最高，女性数学专业学生次之（例如，分别为75%和23%）。在这类“简单问题”中需要提示时感到尴尬以及自我投入都是影响因素。因此，性别差异不如与数学能力、兴趣以及任务和自我关注相关的差异那么明显。
