1) We have a study that indicates infant boys, as a whole, tend to have better spatial reasoning than infant girls, while noting that doesn't preclude individual girls performing as well, just that it's more common in boys,

2) Overall, math achievement is roughly equal, because spatial reasoning is just one aspect of math ability,

3) "If girls think they don’t do well in a subject, they have a diminished interest in it". I'd say that applies to all students; people who expect to fail usually find a way to make it happen, regardless of their sex, and probably the number of boys who suck at cooking is similar to the number of girls who suck at math because of social sexual norms, but most importantly,

4) None of the preconditioning involved in that, either biological or social, is set in stone, and at the end of the day the success of any one child in any one area will have more to do with individual ability as well as the ability of educators and parents to stimulate interest and encourage performance than it has to do with either the subject or the students sex.

There appears to be a sex advantage IN ONE AREA, overall achievement is roughly equal, at least to a point, but girls tend to have less interest in math because they're expected to perform more poorly; nevertheless, most developmentally normal children can succeed in any field if what native ability they have is stimulated and encouraged. Perhaps that's the biggest factor in what IS "developmentally normal".

Thanks for the link, it was quite interesting.