Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 204-208). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph.D.)--DePaul University, 2005. / Department of Psychology. Vita. Includes bibliographical references (leaves 101-133). Also available online via the World Wide Web; full text PDF file available to subscribers from ProQuest.

Thesis (Ph.D.)--DePaul University, 2005. / Department of Psychology. Vita. Includes bibliographical references (leaves 101-133). Also available online via the World Wide Web; full text PDF file available to subscribers from ProQuest.

Thesis (M.S.) in Human Development--University of Maine, 2005. / Includes vita. Includes bibliographical references (leaves 30-38).

Thesis (M.A.)--Dept. of Psychology, Concordia University, 1998. / "June 1998." Includes bibliographical references (leaves 66-74). Available also on the Internet.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xx, 401, 2 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 263-275).

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (leaves 33-38).

This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This investigation examines how knowledge of a researcher's intent, as well as gender, influences the clinical judgments of mental health professionals in sex role research. Conscious awareness of the study's aim was manipulated by varying experimental instructions to minimize (not salient) or maximize (salient) sex role awareness. Subjects were mental health professionals who rated a protocol of a female or male pseudopatient exhibiting masculine, and lacking feminine, stereotyped behaviors. It was hypothesized that if sex biases affect judgments, more negative ratings should be assigned to a female with cross sex role behavior than to male-appropriate role behavior. Differences should be greater when subjects were unaware of the nature of the study.