Sex Differences in Intrinsic Aptitude for Mathematics and Science?

This article considers 3 claims that cognitive sex differences
account for the differential representation of men
and women in high-level careers in mathematics and science:
(a) males are more focused on objects from the
beginning of life and therefore are predisposed to better
learning about mechanical systems; (b) males have a profile
of spatial and numerical abilities producing greater
aptitude for mathematics; and (c) males are more variable
in their cognitive abilities and therefore predominate at the
upper reaches of mathematical talent. Research on cognitive
development in human infants, preschool children, and
students at all levels fails to support these claims. Instead,
it provides evidence that mathematical and scientific reasoning
develop from a set of biologically based cognitive
capacities that males and females share. These capacities
lead men and women to develop equal talent for mathematics
and science.”

Excerpt from “Sex Differences in Intrinsic Aptitude for Mathematics
and Science? A critical review” by Elizabeth S. Spelke at Harvard University.

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Author: balanc3d

graphic & web designer/front-end developer

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