1. EPS503 By Megan Boarini and Kathleen Mohan
Gender Brain Differences Related to Learning and Behavior and the Implications for School Psychologists
EPS503
By Megan Boarini and Kathleen Mohan

2. 5 Brain-Based Gender Differences
Gray vs. White Matter
Density of Neurons in Temporal Lobe Cortex
Hippocampus
Amygdala
Lateralization and Behavior

3. Differences in Gray vs. White Matter
WOMEN
Women have higher proportion of gray matter, which refers to neuronal cell bodies and their dendrites.
Gray matter is needed in verbal tasks.
MEN
Men have more white matter, which refers to longer axons sheathed in myelin that reach out from neurons to more distant regions of the brains.
White matter is responsible for communication between group of cells in different areas of the brain.
White matter is needed for spatial tasks.
Illustrated by Buck Jones, All rights reserved.

4. Study by Dr. Raquel Gur and Dr. Ruben Gur
Consisted of 40 men and 40 women.
Gray and white matter percentages were assessed using 3D MRI imaging techniques.
Cognitive Performance was measured using test designed to examine different types of intellectual ability (spatial vs. verbal tasks).
Results looked at top performers on spatial tasks: 9 were men and only one woman.
Indications: males have more white matter, which may be why they perform better on spatial tasks than females.

5. Implications
At an early age, work on spatial abilities with girls through activities that involve maps and games that involve spatial awareness. (Sun-Times).
Results of the verbal portion of the study were not discussed.

6. Differences in Density of Neurons in Temporal Lobes
Women have stronger and greater density of neurons in the temporal lobe cortex (Witelson, Cahill, 2005).
This leads to more sensually detailed memory storage, better listening skills, and better discrimination among the various tones of voice.
The temporal lobe is associated with language processing and comprehension.
IMPLICATIONS
Generally expect girls to be more detailed in their writing. Boys may need more explicit instruction and reminders to not only focus on details, but to incorporate them into their own writing.
Boys may need more prompting in regards to listening skills (verbal prompts, physical prompts, etc.)

7. Differences in the Hippocampus
The hippocampus is larger in girls than in boys, increasing their learning advantage.
The hippocampus is crucial for memory storage and spatial mapping of the physical environment. Boys are more likely to navigate using estimation (“dead reckoning”) and girls are more likely to navigate using landmarks.
The hippocampus responds differently to stress in males and females. Females may be better equipped to tolerate chronic stress.
IMPLICATIONS
Equip boys with alternative memorization strategies (mnemonic devices, flashcards, repetition).
Female students with trouble in spatial mapping skills may be helped by participating in activities that require them to examine where they are in relation to their environment.
Be cognizant that although females may be better equipped to tolerate chronic stress, that doesn’t necessarily mean they are less affected by it.
When writing a case study, be aware of possible stressors from the students’ home/personal life (Cristal).

8. Amygdala Study. Cahill, 2005.
Question: How do male and female brains handle and remember stressful events?
Procedure: Showed volunteers a series of graphically violent films while measuring their brain activity using PET. A few weeks later participants were given a quiz to see what they remembered.
Results: The number of disturbing films they could recall correlated with how active their amygdala had been during viewing. The right side of men’s amygdala lit up and the left side of women’s amygdala lit up while viewing violent films.

9. Study continued:
Interpretation: Male and female brains process the same emotionally arousing material differently. Males use the right hemisphere which is biased towards processing the central aspects of a situation. Females use the left hemisphere which tends to process the finer details.

10. Differences in the Amygdala
The amygdala is larger in men than women.
This is expected to produce differences in the way males and females react to stress.
Males tend to process the central aspects of emotional memories.
Females tend to process the finer details of emotional memories.
IMPLICATIONS
With males, school psychologists may need to be more specific when trying to elicit their interpretation, and details of emotional memories.
Be mindful of this when interpreting BASC-2 results. (e.g. Meg’s student DZ)

11. Differences in Lateralization
Boys lateralize brain activity. Boys brains operate with less blood flow than girls’ brains but are also structured to compartmentalize learning.
Girls are better multitaskers and have fewer attention span problems.
Girls have a greater ability to make quick transitions between lessons.
IMPLICATIONS:
Boys may benefit from extended amounts of time in a particular class, which has periodic breaks.
Encourage girls to take a leadership role in complex multi-step group projects.

12. summary
Use the information that girls and boys may have differences in their brains to provide learning environments and experiences that will not only play to strengths, but will help develop areas of weakness.
School psychologists should be cognizant of gender differences and any preconceived notions while testing and making recommendations.

13. Quiz results
Simon Baron-Cohen (Sacha’s cousin) from The Essential Differnce, 2003.
More even numbered questions with Strongly Agree or Slightly Agree, you are an EMPATHIZER.
More odd numbered questions with Strongly Agree of Slightly Agree, your are a SYSTEMIZER.
If your answers are even, you have a BALANCED BRAIN. Congratulations!

14. Bibliography
"Sex Differences Found in Proportions of Gray and White Matter in the Brain: Links to Differences in Cognitive Performances Seen." Science Daily. 18 May University of Pennsylvania Medical Center. 16 May 2007 <
Cahill, Larry. "Sex-Linked Brain Differences: His Brain, Her Brain." Scientific American May (2005):
Baron-Cohen, Simon. The Essential Difference. 1st ed. New York: Basic Books, 2003.
Gurian, Michael and Stevens, Kathy. "With Boys and Girls in Mind." 62: 1-6. Educational Leadership. EBSCO. Nov
Discover Magazine: Brainstormers, Discovery Channel School (1997), Unitedstreaming: