Jan Coffey wrote:

> Sure, Girls are better (as a group) at -memorizing- which is 
> what is ment by
> -studying-. Girls are also better at empathic style 
> associations, being able
> to spot the whole even when they don't understand the component parts.
> 
> Boys are better (as a group) at logic and problem solving.
> 
> Each individual is somewhere on this spectrum not necisarily 
> on the side
> agreeing with their gender. You get problem solving girls and 
> memorizing
> boys, but the probability of being at one end or the other is 
> dependent on
> gender.

I have never been too sure if it is dependant on gender or dependant on
gender-based expectations during the child's socialisation period.
However, certain studies of babies and very young children do seem to
suggest that the biology also has a part in determining this. 
Baron-Cohen's empathising-systemising (E-S) theory seems to fit into
this discussion. He holds that the female brain is predominantly
hard-wired for empathy, and that the male brain is predominantly
hard-wired for understanding and building systems. However, he does make
it clear that every individual has 'male' and 'female' parts to their
brain. This page has a link to an article about the E-S theory as well
as links to tests which he devised to test a person's empathising and
systemising quotient: 

 http://www.guardian.co.uk/life/news/page/0,12983,937443,00.html

> Our education system use to place a lot of importance on 
> logic, problem
> solving, and creativity. Give them the tools, test them on 
> creativly applying
> those tools. This has now shifted to information retention, 
> give them the
> data, test them on whether or not they remember the data.

Ouch!
The Indian education system has always been based on testing information
retention. It used to be my favourite rant topic all throughout my
education. Well, at least until my I finished my graduation. My next
university, or at least my professors there, demanded analytical
thought.

Ritu


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