Introduction:

It has long been known that males and females of different races are born with distinctive traits that are
exclusive to their gender. The variations that make each gender what it is have evolved into a topic for
dispute. This is especially true when men's and women's talents are contrasted. In the modern world, women
now have a considerably higher social status and have gradually been granted additional privileges
comparable to those enjoyed by males. Before women started to stand up against them and prove that they
were just as capable as men, males had long been the superior race. Despite their social advancement, women
still have a little lower status than males. In the US, the unemployment rate for women is significantly lower
than that of males, which is 7.1 percent, at 6.3 percent. The lower percentage of working males is seen to be
in positions of greater responsibility. The acceptance of women in those higher-ranking positions now held
by males is notably low (Oursler). Being a huge psychology enthusiast and having a keen interest in the
distinctions between the male and female brains, selecting a subject for my inquiry was not too tough. My
inquiry was inspired by a brief fight between my parents that had first began. I choose to investigate the
potential link between a person's gender and their short-term memory for this particular research.
Given that more women are able to get employment that demand cognitive ability, it is anticipated that there
would be a link between the two variables indicated previously and that women may probably have a
stronger short-term memory capacity.
In order to determine if women are equally skilled as men or are even capable of outperforming them in
some areas, this project intends to examine the link between a spatial and logical element, such short-term
memory ability, and gender. The findings of this analysis may turn out to be a tiny but significant study that
might illustrate the value of and worth to women in the industry while also shattering gender stereotypes that
skew public opinion.
After I took the survey, I organized the data and placed them in a frequency table, so it will be
easier to understand the data.

Survey results:

Number of objects Frequency fx fx2

(x) (f)
1 0 0 0

2 3 6 12

3 2 6 18

4 6 24 96

5 14 70 350

6 11 66 396

7 7 49 343

8 5 40 320

9 1 9 81

10 1 10 100

Total 55 50 280 1716

Now using the formula = we find mean of the data given.

 =

Mean = 5.60

To find variance (σ 2) I am using the formula σ2 =

=
= 2.98

Next I will be finding ( σ) by finding the square root of variance

= = 1.73

From the calculations above I found that:

Mean ( ) = 5.60

Variance = 2.98

σ = 1.73

I have also checked the answers using GDC

Now I am going to use Student's t- test and find if there is any relation between the number of
objects remembered by boys and girls.

Girls Boys
Number of Frequency fx f(x)2 Number of Frequency fx f(x)2
objects (x) (f) objects (x) (f)
1 0 0 0 1 0 0 0
2 1 2 4 2 2 4 8
3 0 0 0 3 2 6 18
4 2 8 32 4 4 16 64
5 2 10 50 5 12 60 300
6 3 18 108 6 8 48 288
7 4 28 196 7 3 21 147
8 4 32 256 8 1 8 64
9 1 9 81 9 0 0 0
10 1 10 100 10 0 0 0
Total 55 18 117 827 Total 55 32 163 889

GIRLS:

Now using the formula = we find mean of the data given

Mean = 6.5

To find variance (σ 2) I am using the formula σ2 =

= 3.69

Next I will be finding ( σ) by finding the square root of variance

= = 1.92
BOYS:

Now using the formula = we find mean of the data given

Mean = 5.09

To find variance (σ 2) I am using the formula σ2 =

= 1.87

Next I will be finding ( σ) by finding the square root of variance

= = 1.37
Student's t - test
t- test is generally used to find if the difference between two groups, boys and girls in this
case, reflects the real difference. I have taken only a small sample for my memory test. t- test helps
in determining if the result is applicable in a wider population.

Using hypothesis testing I am seeing if there is any significant difference between the mean
value of number of objects remembered in the sample. The significant level is set as 5%.

Let the null hypothesis H0 be .

Let the alternative hypothesis H1 be

The population variance is unknown.

GIRLS BOYS
N 18 32
Mean ( ) 6.50 5.09
Standard deviation ( σ ) 1.92 1.37

t=

Sample 1 – Objects remembered by girls.

Sample 2 – Objects remembered by boys

= Mean of sample 1
= Mean of sample 2
= Standard deviation of sample 1
= Standard deviation of sample 2
= Sample size of girls
= Sample size of boys

t = = 2.75
Using GDC it was found that

p value = 0.01059

df (degrees of freedom) = 26.92081

Since p value is less than 0.05 (5%), the null hypothesis is rejected and hence we accept the
alternative hypothesis which states that there is a considerable difference between the mean value of
the number of objects remembered in the sample.
 9

χ2 test

Test for Binomial distribution:

H0 = The number of images remembered from the sample follows binomial distribution.
H1 = The number of images remembered from the sample does not follow binomial distribution.

x Observed P (X=x) Expected (O - E)2

frequency value
(probability x
50)
1 0 0.0166 1 1 1
2 3 0.0513 3 0 0
3 2 0.1035 5 9 1.8
4 6 0.1535 8 4 0.5
5 14 0.1781 9 25 2.8
6 11 0.1685 8 9 1.125
7 7 0.1335 7 0 0
8 5 0.0905 5 0 0
9 1 0.0533 3 4 1.33
10 1 0.0275 1 0 0
Total 55 50 0.98 50 52 8.56

Df (degrees of freedom) = n-1

= 10 -1 = 9
According to 5% significant level in the critical value table, the critical value is 16.919.4

The χ2 value is 8.56. (found using G.D.C)

so H0 is rejected and H1 is accepted.

So, it can be concluded that the number of images remembered from the sample, does not follow
binomial distribution.

9 Appendix 1

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 10

Test for Poisson distribution:

H0 = The number of images remembered from the sample follows poisson distribution.
H1 = The number of images remembered from the sample does not follow poisson distribution.

Poisson distribution = P (X=x) =

Where λ is the mean and x is the

To get the Expected value, we are multiplying the probability gained using the formula with 50, the
sample number.
λ = 5.60
Sample size = 50

x Observed Expected value (O - E)2

frequency P (X=x) = (probability x 50)

1 0 0.02248 1 1 1
2 3 0.06181 3 0 0
3 2 0.11332 6 16 2.67
4 6 0.15581 8 4 0.5
5 14 0.17140 9 25 2.78
6 11 0.15712 8 9 1.125
7 7 0.12345 6 1 0.17
8 5 0.08487 4 1 0.25
9 1 0.05186 3 4 1.33
10 1 0.02853 2 1 0.5
Total 55 50 0.97 50 63 10.325

Df (degrees of freedom) = (n-1)

= 10 – 1 = 9
According to 5% significant level in the critical value table, the critical value is 16.919.5

The χ2 found using G.D.C is 10.39, which is less than 10.319, and since 10.3 < 16.919
Null hypothesis is rejected. This number of objects remembered does not follow Poisson
distribution.
5 Appendix 1

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 11

Test for Normal distribution:

H0 = The number of images remembered from the sample follows normal distribution.
H1 = The number of images remembered from the sample does not follow normal distribution.
Let's take the significance level to be 5%
x Observed P (X=x) Using N Expected value (O - E)2
frequency ( μ =5.6, σ2= 2.98) (probability x 50)
1 0 0.0067 1 1 1
2 3 0.0265 1 4 4
3 2 0.0740 4 4 1
4 6 0.1503 7 2 0.1428
5 14 0.2171 11 9 0.8181
6 11 0.2245 11 0 0
7 7 0.1662 8 1 0.125
8 5 0.0880 4 1 0.25
9 1 0.0334 2 1 0.5
10 1 0.0090 1 0 0
Total 55 50 0.99 50 23 7.8359

The p value, short for probability value, approach compares probability or area. If the value found is
greater than 5%, then we accept the null hypothesis. If the value is less that 5% the we reject the
null hypothesis.
Using G.D.C, the p value was found to be 0.55, which is greater than 0.5. So we accept H0 and
reject H1.

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Conclusion:

Using χ2 test it was determined that the data collected does not follow binomial or poisson
distribution. It follows normal distribution. Student's t- test was used to find out that
x¯1≠x¯2

Scope of further research:

• This research can be further continued and used to find the type of distribution followed, for
a bigger sample.
• More relationships between the memory of boys and girls can be identified. For example,
this data can be used to found who has better memory.

Limitations of research:
• Due to time constrains I was not able to do a deeper research.
• This data may not be 100% accurate, because people tend to be biased and cheat.

Bibliography:
1. "What Is Normal Distribution? - Definition from WhatIs.com." WhatIs.com. Web. 1 Oct. 2015.
<http://whatis.techtarget.com/definition/normal-distribution>.
2. "Poisson Distribution Definition | Investopedia." Investopedia. 8 Dec. 2009. Web. 1 May 2015.
<http://www.investopedia.com/terms/p/poisson-distribution.asp> .
3. "Binomial Distribution Definition | Investopedia." Investopedia. 6 May 2007. Web. 1 May 2015.
<http://www.investopedia.com/terms/b/binomialdistribution.asp>.
4. Haese, Michael, and R. C. Haese. Mathematics for the International Student: Mathematics HL (core) for
Use with IB Diploma Programme : Exam Preparation & Practice Guide. Third ed. Print.
5. Quinn, Catherine, and Peter Blythe. Mathematics for the International Student: Mathematics HL (option)
: Statistics and Probability, HL Topic 7, FM Topic 3, for Use with IB Diploma Programme. Print.

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Appendix 1

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Appendix 2
MEMORY TEST

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