Brainstorms

The premise of my research, speeches and workshops over the past three decades has been based on the question, "If it's your job to develop the mind, shouldn't you know how the brain works?"

Kenneth Wesson works as a keynote speaker and educational consultant for pre-school through university-level institutions and organizations. He speaks throughout the world on the neuroscience of learning and methods for creating classrooms and learning environments that are "brain-considerate."

All brains start out in utero as female brains. However, once the TDF (the testosterone-determining factor) kicks in, the brain in a male embryo begins to show signs of becoming exclusively male. We often regard the product as the creation of a “doer” brain, because the male brain subsequently gets wired for higher levels of physical activity. The gray matter inside the cerebral cortex reflects the appearance of densely packed neurons, which are largely responsible for processing incoming information and responding with thoughts and actions. By contrast, the “white matter” refers to the axons, which are the signal-sending portion of brain cells responsible for transmitting command signals from the brain to the body. Recent research has shown that males have comparatively more white matter and less gray matter than their female counterparts at nearly all ages.

Normal human brains are lopsided. The left hemisphere is generally larger and more active than its right counterpart. Paula Tallal of Rutgers University and others have noted that whenever the two sides of the cerebral cortex more closely approximate symmetry, energy levels to the left hemisphere is frequently somewhat under-invested. Among the neurophysiological consequences of a larger right hemisphere are the higher incidences of language disorders. In females, the left hemisphere is noticeably larger than the right. However, the male brain appears slightly more symmetrical, as the male brain is equipped with a relatively larger right hemisphere when measured against normal females. Is it a coincidence that the vast majority of language-related disorders afflict boys more than girls? It is not uncommon to find 80% or more of the children enrolled in remedial reading classes (in the elementary grades) happen to be boys. In middle and high schools, the figure climbs to slightly above ninety percent. Over the course of 12 years of formal education, a 1.7-year gap in language fluency will often separate American boys from girls, along with a three-year performance gap in written language.

Girls and boys also perform in a different ways on various parts of IQ and similar tests. Language fluency is one of the critical areas differentiating the sexes. Females average approximately 11% more brain cells than males giving them a distinct neurological advantage that seem to be associated with a consistent performance edge in language-related capabilities

However, just as often as girls out-perform boys on language-based tests, boys typically reflect superiority in test items requiring spatial relations and geometric rotation tests. In tests where the task involves processing two-dimensional test items, research shows no significant gender difference. However, when that third dimension is added to the equation producing three-dimensional test items, the success rate for girls abruptly drops well below average scores for boys. What role does the larger male hippocampus, which aids spatial relations (and polygamous behavior) play in these differences?

There is a well-known built-in bias in some of the standardized tests, such as the SAT, where test results have consistently over-predicted the college success of males in general and under-predicted the future college performance of girls. Although boys commonly receive higher SAT test scores, girls consistently earn higher grade point averages in both high school and later in college than their male counterparts who receive higher cumulative SAT scores. Any educator or parent of girls should find this fact quite disturbing. No adjustments are made recognizing the factors contributing to gender-biased test results, although we know for certain that they exist. These gender-based differences should be of greater concern to parents and educators than many of the multicultural considerations that sometimes receive far more attention in curriculum planning.

Kenneth Wesson (408) 223-6728
Kenneth.Wesson@sjeccd.org