Cognitive explanation- Gender schema theory (gender) Flashcards

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1
Q

Sees gender identity alone as providing
_________ to assume sex typed behaviour patterns.

Childrens understanding of gender changes with ___.

A
  • MOTIVATION
  • AGE
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2
Q

GST brings together what two things?

A
  • brings together SLT and cognitions

Social learning- children learn ‘appropriate’ behaviour by observation

Cognitive (+kohlberg) - Children’s active cognitive processing of information determines sex typing

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3
Q

What are schemas?

A
  • Children develop schemas that help them understand, organise and make sense of information.

—> gender is the basis of a VERY POWERFUL schema that can influence the way children interpret information.

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4
Q

What did Martin and Halverson believe?

A
  • Gender schemas organised into groupings of related concepts
  • These begin to develop at 2-3 years once children have got GENDER IDENTITY
  • they build up knowledge and organise into gender schemas
  • Develop via experience
  • Schemas provide a basis for interpreting the environment and selecting appropriate behaviour
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5
Q

In group schemas a attitudes and expectations about a child’s ___ gender

A

Own

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6
Q

Out group schemas are about the _____ other gender

A

Other

toys, games + objects become categorised for boys or for girls.

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7
Q

___ group information is better remembered than ___ group information.

A

in, out.

Children pay more attention to info relevant to their own sex than the out group

–> at around 8 years a child develops sophisticated schema for both sexes

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8
Q

Gender schemas undergo developmental changes as children’s general ________ ________ increase

A

cognitive abilities

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9
Q

What happens to gender schemas in the teenage years?

A
  • Gender ‘roles’ are understood as a social construct
  • Gender schemas therefore become more flexible
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10
Q

Study- Martin and Halverson
( aim was to demonstrate that children distort information that’d inconsistent with their gender schemas|)

A
  • Used experimental method, showed 5-6 year olds pictures of children doing either gender-consistent things (boy playing with truck) or gender inconsistent things (boy cleaning the house)
  • They asked the children to recall these pictures a week later
  • During recall, children changed the sex of the child in the gender inconsistent picture

–> therefore shows how memory is distorted to fit in with existing gender schemas

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11
Q

Bradford study (neutral objects)

A
  • Children shown neutral objects like a pizza cutter or a fan and told that some were ‘boys toys’ and some were ‘girls toys’
  • Found that children spent more time playing with toys they believed were appropriate to their sex
  • A week later, the children could remember which object was associated with which sex

—> gender schemas affect behaviour and playing experiences

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12
Q

Aubry- longitudinal study into preferences for gender related items

A
  • Once belief formed that an object was for the opposite sex, there was a reduced preference for the object

—> gender schema affect behaviour

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