end of academic orientation, the other three trait complexes showed clearly
negative associations with the measured knowledge domains.
Of some importance to those studying gender differences, men had signifi-
cantly higher scores on the Science/Math/Technology trait complex, and
women had significantly higher scores on Social Closeness/Femininity and
Traditionalism/Worry/Emotionality trait complexes. These trait complex dif-
134 ACKERMAN AND KANFER
FIG. 5.5. LISREL structural equation model for trait complexes and knowl-
edge factors. Lines indicate significant path coefficients. Negative paths shown
in dotted lines. Reprinted from Ackerman et al. (2001). Copyright American
Psychological Association. Reprinted by permission.