By TherapyNearMe.com.au | August 2025

Understanding how intellect develops in boys and girls from infancy through adulthood is a question that has fascinated psychologists, neuroscientists, and educators for decades. While the foundations of cognitive growth are universal, subtle differences exist in how boys and girls acquire, process, and apply knowledge across life stages. This article explores the intellectual development of boys and girls, examining biological, psychological, and social influences, and using evidence from scientific research.

Infancy and Early Childhood (0–5 years)

During infancy, boys and girls share more similarities than differences in intellectual development. Cognitive milestones such as recognising faces, babbling, and object permanence typically occur at similar ages (Piaget, 1952). However, research indicates slight differences: girls often develop stronger verbal skills earlier, while boys may excel in spatial awareness tasks (Leaper & Friedman, 2007).

For instance, girls may show earlier mastery of vocabulary and grammar, which can give them an advantage in communication and social bonding (Huttenlocher et al., 1991). Boys, on the other hand, are often more engaged in physical exploration, which may strengthen early problem-solving skills linked to motor coordination and spatial reasoning.

Middle Childhood (6–12 years)

As children enter school age, the differences between boys and girls’ intellect become more noticeable, particularly due to educational environments. Girls often outperform boys in reading and writing assessments (OECD, 2015), while boys may demonstrate stronger performance in mathematics and spatial reasoning (Halpern et al., 2007).

Socialisation also plays a major role at this stage. Teachers may unconsciously encourage girls in reading and boys in science, reinforcing stereotypes that influence intellectual growth (Eccles & Wang, 2016). Peer expectations further shape self-confidence, with girls sometimes underestimating their abilities in STEM fields despite equal or superior performance.

Adolescence (13–18 years)

Adolescence marks a period of rapid neurological development, particularly in the prefrontal cortex, which is associated with decision-making and abstract reasoning (Casey et al., 2008). Hormonal changes also influence intellectual expression: testosterone can enhance risk-taking and competitiveness in boys, while estrogen may support verbal memory and social cognition in girls (Peper & Dahl, 2013).

Educational studies reveal that girls continue to outperform boys in language-related subjects, while boys often dominate advanced mathematics and physics classes (Wang & Degol, 2017). However, these trends are not purely biological—societal expectations and cultural narratives play critical roles in shaping opportunities and achievements.

Adulthood (18+ years)

In adulthood, intellectual differences between men and women tend to level out. Meta-analyses suggest there is no overall difference in general intelligence (IQ) between genders (Neisser et al., 1996). Instead, differences emerge in specific domains: men may score slightly higher in visuospatial tasks, while women excel in verbal fluency and memory (Halpern, 2012).

Professional and academic achievements show how intellectual skills translate into real-world outcomes. Women are increasingly represented in higher education, often outperforming men in academic attainment (UNESCO, 2021). Men remain overrepresented in engineering and physics, whereas women dominate in psychology, education, and health sciences, reflecting both interest and societal pathways.

Biological vs Social Influences

The debate over whether differences in intellectual development stem from biology or environment continues. Neuroimaging studies reveal structural differences in male and female brains, such as larger hippocampal volumes in women, associated with memory, and larger amygdala volumes in men, linked to spatial processing (Gur et al., 1999). However, these differences are subtle and often influenced by environmental factors.

Socialisation, cultural expectations, and access to educational opportunities likely have a stronger impact on intellectual trajectories than innate biology. For example, when given equal encouragement and resources, girls perform equally well as boys in mathematics and science (Else-Quest et al., 2010).

Conclusion

The intellectual development of boys and girls from infancy to adulthood is shaped by a complex interaction of biology, environment, and culture. While certain cognitive tendencies—such as girls’ early verbal advantage and boys’ spatial strengths—are supported by research, the overall trajectory shows more similarities than differences. As society continues to break down gender stereotypes in education and career choices, it becomes clear that nurturing intellectual growth depends more on opportunity, support, and environment than on inherent gender distinctions.

Keywords

boys vs girls intellect, gender differences in intelligence, cognitive development, male vs female brain development, intellectual growth in childhood, developmental psychology and gender

References

Casey, B.J., Jones, R.M. & Hare, T.A. (2008) ‘The adolescent brain’, Annals of the New York Academy of Sciences, 1124(1), pp. 111–126.

Eccles, J.S. & Wang, M.T. (2016) ‘What motivates females and males to pursue careers in mathematics and science?’, International Journal of Behavioral Development, 40(2), pp. 100–106.

Else-Quest, N.M., Hyde, J.S. & Linn, M.C. (2010) ‘Cross-national patterns of gender differences in mathematics: A meta-analysis’, Psychological Bulletin, 136(1), pp. 103–127.

Gur, R.C., Gunning-Dixon, F.M., Bilker, W.B. & Gur, R.E. (1999) ‘Sex differences in temporo-limbic and frontal brain volumes of healthy adults’, Cerebral Cortex, 9(2), pp. 146–159.

Halpern, D.F. (2012) Sex differences in cognitive abilities. 4th ed. New York: Psychology Press.

Halpern, D.F., Benbow, C.P., Geary, D.C., Gur, R.C., Hyde, J.S. & Gernsbacher, M.A. (2007) ‘The science of sex differences in science and mathematics’, Psychological Science in the Public Interest, 8(1), pp. 1–51.

Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991) ‘Early vocabulary growth: Relation to language input and gender’, Developmental Psychology, 27(2), pp. 236–248.

Leaper, C. & Friedman, C.K. (2007) ‘The socialization of gender’, in Grusec, J.E. & Hastings, P.D. (eds.) Handbook of socialization: Theory and research. New York: Guilford Press, pp. 561–587.

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OECD (2015) The ABC of gender equality in education: Aptitude, behaviour, confidence. Paris: OECD Publishing.

Peper, J.S. & Dahl, R.E. (2013) ‘Surging hormones: Brain–behavior interactions during puberty’, Current Directions in Psychological Science, 22(2), pp. 134–139.

Piaget, J. (1952) The origins of intelligence in children. New York: International Universities Press.

UNESCO (2021) Global education monitoring report 2021/2: Non-state actors in education. Paris: UNESCO Publishing.

Wang, M.T. & Degol, J.L. (2017) ‘Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions’, Educational Psychology Review, 29(1), pp. 119–140.