Researchers have now used MRIs of older kids' brains to explain the differences.

The
portion of the brain that pertains to language works harder in girls' brains than it
does in boys' brains. Infant girls make a great deal of eye contact with one person
and show more empathy than infant boys. Infant boys prefer moving objects, which
helps to explain their subsequent interest in 3-D and moving toys, such as cars and
trucks. They are also more likely to run and jump than girls, preferring active play
rather than reading.
Despite such overwhelming evidence of sex differences, American boys are
subjected to the feminization process as early as kindergarten. Surrounded mostly
by women (and often feminists), both curriculum and activities revolve around the
needs of girls and girls' interests. Assigned stories are in subjects girls like (such as
fairy tales), rather than subjects boys like (such as adventure and battles).
Moreover, first-grade boys are roughly nine months behind girls in coordination, yet
the emphasis in this grade is on sitting still at a desk. Many schools have also
eliminated recess, which does not bode well for boys. They are active by nature and
need to run around, and when they can't sit still, teachers and administrators often
wrongly attribute this to ADD or ADHD.
Many elementary school teachers, raised to believe in a false concept of gender
equality, are reluctant to admit any gender differences between males and females.
Some think little boys are just unruly girls. "Boys learn to subdue their more
spirited, intrepid behavior in school, their male instincts of competition and
individualism quashed in the interest of what's best for girls as they walk like
lemmings over the edge of the radical feminist cliff by the time they reach high
school," wrote schoolteacher and op-ed contributor Jane Gilvary for the Bulletin
(Philadelphia) in "Skinny Jeans, John Wayne, and the Feminization of America"
(August 24, 2010).
Experts believe developmentally inappropriate expectations and practices are
causing normal boy behavior to be wrongly labeled as misbehavior, and normal
learning patterns to be mislabeled as learning disabilities. The result is that many
boys become frustrated and discouraged by school in the early grades.
[.]
We can start by raising them to be courageous, principled, and capable of thinking
for themselves. Encourage them to embrace their masculinity. When little boys pick
up a hairbrush and pretend it's a gun, let them. When they can't sit still in school,
don't medicate them. When they like throwing a football around with their dads, do
everything in your power to stay happily married to their dads so your boys can do
this. When they want to play sports, find a college where Title IX has not wiped out
their favorite sports. Teach your sons the virtue of "manliness," which Harvard
professor Harvey Mansfield defines (in his book of the same name) as "confidence in
the face of risk." Men's role as protector remains vital to civilization.

Suzanne Venker & Phyllis Schlafly, The Flipside of Feminism: What Conservative
Women Know -- and Men Can't Say (Washington, D.C.: WND Books, 2011), 147-148,
164.