Geometric problem solving related to differences in sex and mathematical interests

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.