Is Intelligence Between Men And Women Different?

Numerous studies agree that the overall intelligence of men and women is very similar. However, something different happens when we talk about specific aptitudes:  the data indicate relevant and systematic differences in verbal ability, numerical aptitude and visuospatial aptitude. Women score higher than men on verbal aptitude and on those tests where language matters. Men, on the other hand, stand out especially in numerical and spatial aptitude (evaluated including visualization and mental rotation tasks).

In any case, about the ability to manipulate information, there are numerous studies that do not reflect differences. Deary et al (2007) carried out a study in which men and women who are siblings were compared and their results show that  women stand out  in tests of word association, comprehension and coding speed. Men, on the other hand, score higher on tests in science, arithmetic, mechanical comprehension, and electronic intelligence.

We might wonder whether these differences are due to cultural or educational factors. In this regard, Feingold (1988) analyzes whether the differences between men and women are constant over the generations or not. The results show that the differences  tend to decrease over the generations, and we assume that we can interfere, as well as in education.

Furthermore, in agreement with the variability hypothesis, it is necessary to say that there are differences between the groups. In other words,  it cannot be said that belonging to one gender or another makes us more apt for certain tasks, but rather that the norm is variability.  Most individuals are average, and the average for men and women is the same; differences occur in dispersion.  Current intelligence data show that there is a higher percentage of men at the higher end of the intelligence distribution, but there is also a higher percentage at the lower end. However,  in females there is greater homogeneity.

Another issue to add to the contextual consideration of this data is called  the Flynn effect, a phenomenon that is defined by a steady increase in general intelligence scores over generations.  This effect is observed worldwide, and was first observed in the United States between the 1930s and 1980s. Later, a systematic analysis of this phenomenon was carried out in other countries, and it was possible to prove that, regardless of origin, a person of 50 years, which in 1942 had a score above 95% of the population, in 2000 it was only above 25%.

As we mentioned earlier,  could we explain these results by an improvement in nutrition, education and/or cognitive stimulation?  Apparently, as we discussed earlier about gender differences, Feingold pointed out that these have been maintained across generations. However, in agreement with the Flynn effect, data obtained in studies such as Teasdale and Owen (1989) show that the education hypothesis did not justify all situations, but that it even produced an increase in intelligence, even at levels. lower educational levels.

As for the justification of the Flynn effect, it was analyzed whether nutrition may have something to do with generational evolution and the results obtained seem conclusive, albeit with certain reticences. Several authors, such as Eysenck and Schoentale, have analyzed this issue and determined that:

– The levels of vitamins, minerals and proteins in children are essential. Low levels of vitamins and minerals reduce the level of intelligence in young people.

– Vitamin and mineral supplements appear to significantly increase non-verbal intelligence in young people.

– The younger the age at which children receive food supplements, the greater the observed effects.

– These supplements have no effect on children with adequate levels of vitamins and minerals. This effect is seen after more than a year.

– Vitamin deficits are equally important for intellectual performance, as are mineral deficits.

However, we cannot help but wonder what these data mean, and we must take them into account with a critical attitude. The main approach is: are we measuring intelligence correctly? Is intelligence an artificial concept?  Apparently, currently the data indicate that general intelligence, as traditionally understood by the collective unconscious, does not make much sense, and that we must conceive of it as multiple intelligences, which allow our adaptation and evolution in life. Despite this, each approach is complementary and we must not downplay them.

In other words, it is important to have an analytical and logical-mathematical intelligence to develop our academic skills, for example, but creative intelligence, musical, verbal, artistic and many others, are considered equally indispensable for personal and human evolution. In fact, it  is normal for a person to stand out in one sphere or another, not globally.

In short, it is clear that  intelligence is not static and structural. We can and must discover our potential and favor the growth and development of our abilities and skills, regardless of our gender and social condition.