Halpern D F
Department of Psychology, California State University, San Bernardino 92407, USA.
Am Psychol. 1997 Oct;52(10):1091-102. doi: 10.1037//0003-066x.52.10.1091.
Sex differences in intelligence is among the most politically volatile topics in contemporary psychology. Although no single finding has unanimous support, conclusions from multiple studies suggest that females, on average, score higher on tasks that require rapid access to and use of phonological and semantic information in long-term memory, production and comprehension of complex prose, fine motor skills, and perceptual speed. Males, on average, score higher on tasks that require transformations in visual-spatial working memory, motor skills involved in aiming, spatiotemporal responding, and fluid reasoning, especially in abstract mathematical and scientific domains. Males, however, are also over-represented in the low-ability end of several distributions, including mental retardation, attention disorders, dyslexia, stuttering, and delayed speech. A psychobiosocial model that is based on the inextricable links between the biological bases of intelligence and environmental events is proposed as an alternative to nature-nurture dichotomies. Societal implications and applications to teaching and learning are suggested.
智力方面的性别差异是当代心理学中政治上最具争议的话题之一。尽管没有一项研究结果得到一致支持，但多项研究得出的结论表明，平均而言，女性在需要快速获取和运用长期记忆中的语音和语义信息、复杂散文的创作与理解、精细运动技能以及知觉速度的任务上得分更高。平均而言，男性在需要视觉空间工作记忆转换、瞄准相关运动技能、时空反应以及流体推理的任务上得分更高，尤其是在抽象数学和科学领域。然而，在包括智力迟钝、注意力障碍、诵读困难、口吃和语言发育迟缓在内的几种分布的低能力端，男性的占比也过高。提出了一种基于智力的生物学基础与环境事件之间不可分割联系的心理生物社会模型，作为天性与教养二分法的替代方案。文中还提出了其社会影响以及在教学中的应用。
