Abstract
The French annual assessments for third, sixth, and, since 2002, seventh graders report the gender difference for each item (since 1999). Such a massive data — more than one thousand of different items and several hundreds of repeated (one or more years later) items — allows to detect cognitive gender differences, and to verify their reliability over one or several years. The main original finding is that the superiority in calculation cannot be attributed to one gender (e.g., Kimura, 1992): girls are better than boys in written calculation, whereas boys are better than girls in mental calculation. The author suggests that the latter of these gender differences could be explained by a partially gender differentiated use of the visuospatial sketch pad (e.g., Baddeley, 1992) in working memory.
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