David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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This article considers 3 claims that cognitive sex differ- ences account for the differential representation of men and women in high-level careers in mathematics and sci- ence: (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 pro- ﬁle 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 cogni- tive development in human infants, preschool children, and students at all levels fails to support these claims. Instead, it provides evidence that mathematical and scientiﬁc rea- soning 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 mathe- matics and science.
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Catherine Vidal (2012). The Sexed Brain: Between Science and Ideology. Neuroethics 5 (3):295-303.
Timothy Krahn & Andrew Fenton (2012). The Extreme Male Brain Theory of Autism and the Potential Adverse Effects for Boys and Girls with Autism. Journal of Bioethical Inquiry 9 (1):93-103.
Sigrid Schmitz (2012). The Neurotechnological Cerebral Subject: Persistence of Implicit and Explicit Gender Norms in a Network of Change. [REVIEW] Neuroethics 5 (3):261-274.
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