[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-291226-105":59,"doc-detail-291226-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","sex-differences-in-cognitive-abilities-test-scores-a-uk-national-picture","Sex Differences in Cognitive Abilities Test Scores - A UK National Picture","","Analysis of Cognitive Abilities Test (CAT) scores addresses uncertainty about whether sex differences exist in both mean performance and score variability. Using a nationally representative UK sample of 320,000+ pupils aged 11–12 assessed between September 2001 and August 2003, the study evaluates differences across verbal, quantitative, and non-verbal reasoning. Results show small mean gaps but substantial sex differences in standard deviation, with boys displaying greater variance and being over-represented at score extremes.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sex-differences-in-cognitive-abilities-test-scores-a-uk-national-picture/291226/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sex-differences-in-cognitive-abilities-test-scores-a-uk-national-picture/291226.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the paper aim to determine about sex differences in reasoning test scores?","Question",{"text":113,"@type":114},"It analyzes CAT scores to assess the extent of sex differences in both mean performance and score variability.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the sample selected and when was it assessed?",{"text":118,"@type":114},"The study uses a nationally representative UK sample of 320,000+ pupils aged 11–12, assessed between September 2001 and August 2003.",{"name":120,"@type":111,"acceptedAnswer":121},"What were the main findings regarding mean scores and variability?",{"text":122,"@type":114},"Mean differences were small across tests, but substantial differences appeared in standard deviation, with greater variance among boys and over-representation at score extremes for most tests.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},291226,1789643806,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","University of Warwick institutional repository: [http://go.warwick.ac.uk/wrap](http://go.warwick.ac.uk/wrap)  \nThis paper is made available online in accordance with publisher policies. Please scroll down to view the document itself. Please refer to the repository record for this item and our policy information available from the repository home page for further information.  \nTo see the final version of this paper please visit the publisher’s website. Access to the published version may require a subscription.  \nAuthor(s): Strand, Steve; Deary, Ian J. ; Smith, Pauline  \nArticle Title: Sex differences in Cognitive Abilities Test scores: A UK national picture  \nYear of publication: 2006  \nLink to published version: [http://dx.doi.org/ 10.1348/000709905X50906](http://dx.doi.org/ 10.1348/000709905X50906)  \n[Publisher statement: None](Publisher statement: None)  \nSex Differences in Cognitive Abilities Test Scores 1  \nRunning head: SEX DIFFERENCES IN COGNITIVE ABILITIES TEST SCORES  \nSex Differences in Cognitive Abilities Test Scores: A UK National Picture  \nSteve Strand  \nUniversity of Warwick, Coventry, UK  \nIan J. Deary  \nUniversity of Edinburgh , Edinburgh , UK  \nPauline Smith  \nnferNelson , London , UK  \nPlease cite the published version , 2006 , as detailed below.  \nBritish Journal of Educational Psychology, 76,(3), 463-480.  \n( First submitted , 20th January 2004; Revised and resubmitted , 12th October 2004; Further revised and resubmitted, 31st January 2005; accepted February 2005 , in print  \n2006) .  \nCorrespondence to:  \nDr Steve Strand , Reader in Education , University of Warwick, Coventry, CV4 7AL Tel. (024) 7652 2197 . e-mail: [steve.strand@warwick.ac.uk](steve.strand@warwick.ac.uk).  \nSex Differences in Cognitive Abilities Test Scores 2  \nSex Differences in Cognitive Abilities Test Scores:  \nA UK National Picture  \nAbstract  \nBackground and aims  \nThere is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Lynn , 1994 , 1998; Mackintosh , 1996, Jensen , 1998) . This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences.  \nSample  \nA nationally-representative UK sample of 320 ,000+ school pupils aged 11-12 years was assessed on the CAT (Third Edition) between September 2001 and August 2003. The CAT includes separate nationally standardised tests for Verbal, Quantitative and NonVerbal reasoning. The size and recency of the sample is unprecedented in research on this issue.  \nMethods  \nThe sheer size of the sample ensures that any sex difference will achieve statistical significance. Therefore effect sizes(d) and variance ratios (VR) are employed to evaluate the magnitude of sex differences in mean scores and in score variability respectively.  \nResults  \nThe mean verbal reasoning score for girls was 2.2 standard score points higher than the mean for boys, but only 0.3 standard points in favour of girls for NVR, and 0.7 points in favour of boys for QR. However for all three tests there were substantial sex differences in the standard deviation of scores, with greater variance among boys. Boys  \nSex Differences in Cognitive Abilities Test Scores 3  \nwere over-represented relative to girls at both the top and the bottom extremes for all tests, with the exception of the top 10% in verbal reasoning.  \nConclusions  \nGiven the small differences in means, explanations for gender differences in wider domains such examination attainment at age 16 need to look beyond conceptions of 􀂑 ability􀂒 . Boys tend to be both the lowest and the highest performers in terms of their reasoning abilities, which warns against the danger of stereotyping boys as low achievers.  \nSex Differences in Cognitive Abilities Test Scores 4  \nSex Differences in Cognitive Abilities Test Scores:  \nA UK National Picture  \nThe question of sex differences in cognitive performance has a long his","cbCaiipNavNTHUKO","https://ap.wps.com/l/cbCaiipNavNTHUKO","pdf",184647,39,"English","# Abstract\n## Background and aims\n## Sample\n## Methods\n## Results\n## Conclusions\n# Study context and prior evidence\n## UK educational testing and the gender gap","[{\"question\":\"What does the paper aim to determine about sex differences in reasoning test scores?\",\"answer\":\"It analyzes CAT scores to assess the extent of sex differences in both mean performance and score variability.\"},{\"question\":\"How was the sample selected and when was it assessed?\",\"answer\":\"The study uses a nationally representative UK sample of 320,000+ pupils aged 11–12, assessed between September 2001 and August 2003.\"},{\"question\":\"What were the main findings regarding mean scores and variability?\",\"answer\":\"Mean differences were small across tests, but substantial differences appeared in standard deviation, with greater variance among boys and over-representation at score extremes for most tests.\"}]","Sex Differences in Cognitive Abilities Test Scores - A UK National Picture | PDF",98]