Sex differences between 27 girls and 75 boys were examined on psychological, academic, and cognitive-style measures. All students were enrolled in a program for severely learning disabled children. LD girls were found to be verbally inferior, less capable of abstract thinking, more field dependent, and more impulsive than the boys. No differences were obtained on measures of academics or perceptual-motor skills. Possible socioemotional factors were suggested as an explanation for the above differences.
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