ENVIRONMENTAL INPUT TO THE DEVELOPMENT OF SEX-RELATED DIFFERENCES IN SPATIAL AND MATHEMATICAL ABILITY

This article summarizes the empirical support for two conclusions: (1) environmental input is essential for the development of both spatial and mathematical skill; (2) environmental input of the essential sort is more common in the lives of boys than girls. A causal link between these two facts and the existence of sex-related differences in spatial and mathematical ability is less well established, however; the relevant studies have simply not been done. Given this lack of knowledge, but firm support for the first two conclusions, the best course for education is to nurture spatial and mathematical ability more intensively, in both boys and girls.