Sex Differences in Intrinsic Aptitude for Mathematics and Science:
A Critical Review
Elizabeth S. Spelke
Harvard University
Abstract
This report considers three prominent claims that boys and men have greater natural aptitude for high-level careers
in mathematics and science. According to the first claim, males are more focused on objects and mechanical systems
from the beginning of life. According to the second claim, males have a profile of spatial and numerical abilities that
predisposes them to greater aptitude in mathematics. According to the third claim, males show greater variability in
mathematical aptitude, yielding a preponderance of males at the upper end of the distribution of mathematical
talent. Research on cognitive development in human infants and preschool children, and research on cognitive performance
by students at all levels, provides evidence against these claims. Mathematical and scientific reasoning develop from a set of
biologically based capacities that males and females share. From these capacities, men and women appear to develop equal
talent for mathematics and science.
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Lab for Developmental Studies at Harvard University
Mind/ Brain/ Behavior Interfaculty Initiative at Harvard University
April 22, 2005: "The Science of Gender and Science: A Conversation with Steven Pinker and Elizabeth Spelke"
The complete video, in Real Video (.ram) format, is also available for viewing
(Click Here).
Real Player Required: Download it here.
Radcliffe Institute for Advanced Study at Harvard University
The complete audio recording from the recent panel discussion "Impediments to Change: Revisiting the
Women in Science Question" is now available