28d, the equivalent of 4.2 IQ points, and a significantly higher Verbal IQ than girls by 0.16d, the equivalent of 2.40 IQ points. These results provide additional evidence that modest but significant sex differences exist in intelligence, thus refuting continued assertions that no differences exist (e.g., Halpern, 2012 and Sternberg, 2014)

Second, there are six statistically significant sex differences on the subtests of the WISC-R in the present Chinese sample shown in Table 1. Boys obtained ATM/ATR inhibitor review significantly higher means than girls on Information, Picture Arrangement, Picture Completion, Block Design and Object Assembly, and girls obtained a significantly higher mean than boys on Coding. Third, on several of the subtests, the sex differences in the present Chinese check details sample were consistent with those in the American standardization sample shown in Table 2. The advantage of boys in the present Chinese sample on Information is virtually identical to that in the United States with statistically significant

ds of .44 and .37, respectively. These results confirm those of several studies of the Wechsler information tests among adults and of other studies finding that among adults men have significantly higher means than women on information and general knowledge ( Lynn and Irwing, 2002 and Lynn et al., 2002). The advantage of boys in the present Chinese sample on Picture Arrangement is consistent with that in the American standardization sample with statistically significant ds of .19 and .11, respectively. The advantage of boys on Object Assembly in the present Chinese sample is also consistent with that in the United States with statistically significant ds of .38 and .18, respectively. Boys obtained higher scores on Picture Completion in the present Chinese sample (.19) and in the U.S. (.15) and on Block Design with ds of .19 and .15, respectively. The higher means obtained by boys in both China and the United States on Picture Arrangement, Object Assembly, Picture

Completion and Block Design are explicable because these are all measures of visual–spatial abilities on which males typically obtain higher means than females ( Linn Edoxaban and Peterson, 1985 and Voyer et al., 1995). The statistically significant advantage of girls on Coding in the present Chinese sample is consistent with the higher mean obtained by girls in the United States with ds of .41 and .53, respectively. Fourth, on Comprehension and Similarities the sex differences in the present Chinese sample, where both boys and girls score similarly at .00 and −.01, is consistent with those in the American standardization sample with ds of .01 and .07. Fifth, there is some inconsistency in the sex difference in Vocabulary, where there was no significant difference between boys and girls in the Chinese sample (d = −.03) but boys obtained a significantly mean in the American sample (d = .14).