Two studies explored the existence of gender differences in spontaneous stu
dy-strategies use while learning from texts. In Study I, the Learning-from-
text test (LFT), intended to measure deep-level text comprehension skills b
y high-school graduates, was about philosophy (n = 200) and in Study II abo
ut statistics (n = 487).
The results of two sets of data showed significant gender-associated differ
ences in strategy use: female participants used overt study strategies, in
particular notetaking more often than male participants. However, no differ
ences between men and women in comprehending either statistical or philosop
hical texts were found. It was concluded that different study strategies mo
re than gender differentiate the learning outcomes.