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Psychology of Gender > Exam 2 Chapter 5 > Flashcards

Exam 2 Chapter 5 Flashcards

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1
Q

Twin studies and environment vs genes (3)

A

1) Greater correspondence between mono/dizygotic twins, and greater difference between dizygotic and siblings.
2) Genetics and environment both were contributing factors to sex-typed behavior, but genetic was stronger for F
3) Atypical behavior was moderately genetic, substantially environmental, also stronger for F

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2
Q

What is an argument for environment and twins?

A

Identical twins are put into an environment that looks specifically and similarities (self-fufulling prophecy)

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3
Q

Aggression and Biology (2)

A

1) Monozygotic are more likely than dizygotic,

2) Genetics accounted for 40% of antisocial behavior (delinquency, criminal behavior, behavioral aggression)

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4
Q

Adoption studies and bio

A

Bio rather than adopted show greater similarity in family functioning and antisocial behavior

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5
Q

Sex-related chromosomal abnormalities

A

An extra y chromosome on men might be at fault, but prison population doesn’t have extra y chromosome and parents who know may be biased

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6
Q

Conditions where there is some inconsistency between chromosomal sex and phenotypical sex

A

Intersex conditions (ambitious, or pats)

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7
Q

Genetic disorder resulting from a malfunction in the adrenal gland that results in prenatal exposure to high levels of hormones and lack of cortisol

A

(CAH) Congenital Adrenal Hyperplasia

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8
Q

CAH affects on gender (1, spatial and facial, 2, social behavior)

A

1) F who are exposed have better spatial skills, but boys with CAH have worse. CAH females and non CAH males are similar in response to facial emotions
2) CAH girls and males are similar in high aggression, CAH males and non no difference, same effect with CAH females and male toys

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9
Q

CAH and homosexuality

A

CAH majority is hetero but the degree of exposure is whats linked to homo, and none of this seems to be associated with gender identity problems

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10
Q

CAH and spatial skills explanation (3)

A

1) Self fulfilling prophecy- parents expect high levels of androgens and provide masculine toys.
2) Androgens promote active behavior which can lead to sports (masculine)
3) Androgens can affect areas of the brain that are linked to spatial skills, masculine behavior, and sexual orientation

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11
Q

What are three links to higher testosterone in prenatal amniotic fluid? (3)

A

1) Male typical play behavior in f and m
2) greater lateralization of language in m and f
3) less empathy

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12
Q

Testosterone applied to healthy women in study did _____

A

improved mental rotation

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13
Q

Men who received testosterone in economics game were_____

A

less generous, and higher levels of punishment w/ competitor

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14
Q

CAIS (Androgen insensitivity) and normal f

A

no difference in gender related or personality traits. This case supports that hormones override genetics (cut out testes keep vag)

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15
Q

Estrogen studies and prenatal exposure

A

There seems to be no difference, however, more exposure has larger effect. Also there are different critical periods. M may feel the overwhelming pressure to adhere to M role

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16
Q

Hemispheres of brain F and M

A

Women’s brains are more bilateral (easy to cross over), men are more lateralized (distinct functions)

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17
Q

Corpus Callosum and Gender

A

Women might have a larger one than men

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18
Q

Hypothalamic Nucleus and Gender Identity

A

M to F trans had this more similar to F

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19
Q

Although the differences are not 100% twin studies show genes play a role in ____, _____,and _____.

A

Sex differences, gender-related behavior, social behavior

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20
Q

The strongest evidence for links of sex hormones to cognition and behavior is in research that has show

A

Prenatal exposure to male hormones (androgens) is associated with enhanced spatial skills and male gender-role behavior in women

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21
Q

The major problem with most studies in the relations of hormones to behavior are

A

Correlational, thus cause and effect cannot be established. Some recent studies have begun to manipulate hormones, specifically testosterone

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22
Q

Studies of the brain have shown sex differences in

A

Structure

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23
Q

In sum, biological theories leave open to the explanation that

A

There is much variability in the behavior of M and F

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24
Q

According to evolutionary psych, men act to ensure ___ and women to ____

A

Paternity, survive

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25
Q

Ev. Psych states that successful reproduction for M is to and F is __. How is this contradicted (2)?

A

Men for fertilize as many (young) women to pick good father. Research shows similar sex partners and both preferring long lasting relationship. Also people have sex without reproduction

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26
Q

Aggression and evolution

A

Aggression is substantial, consistent, and most prominent in young men when in most competition. Criminal rates are the same in divorced, single men. Most crimes are about dominance or status and it is unclear whether women are a factor. Young women more likely and spouses than blood relatives. Stepparents abuse instead of blood

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27
Q

Hunter Gatherer Society

A

Men had to be more aggressive to hunt and spatial skills and geographic knowledge explained and women object location for house skills

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28
Q

What are two limitations of evolution and psychology

A

Homosexuality, adoption, and suicide, individual or cultural differences in behavior

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29
Q

Evolutionary psych is (i…)

A

Interactionalistic, cultural factors can override earlier evolved tendencies

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30
Q

Develops within 3-6 years of age, and boys and girls discover their genitals and become aware that only boys have a penis

A

Phallic stage

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31
Q

Boys fear castration from fathers and learn to repress feelings towards mother and shift identification to fathers

A

Oedipal complex

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32
Q

Girls are sexually attracted to their fathers and blame their mothers for a lack of penis

A

Electra complex

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33
Q

Why is it harder to overcome the Electra complex rather than oedipal?

A

Because men have a greater threat and women are of inferior status

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34
Q

What are two criticisms of Freud

A

1, he works on the unconscious

2, studies participants had sought Freud out for therapy

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35
Q

How did Horney differ from Freud (5)

A

She argued that it was social rather than biological, that the envy was for the power of men not penis, and that men envy breasts the ability to bear children. She also believed men perceive women to be inferior to elevate status and men need to prove masculinity through intercourse

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36
Q

What is the object relations theory

A

Family structure and child’s early social experiences rather than unconscious determine sexuality. Women are caretakers and therefore primarily responsible for gender roles. Applicable to both M and F

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37
Q

According to Chodorow how do girls acquire their gender identity?

A

Girls connect with who they’ve already attached to-mom. This explains why females focus o f relationships and define through connection with others. Later girls have trouble finding connection with men

38
Q

According to Chodorow, how do boys acquire gender identity?

A

Boys reject the one who they have been attached to (individuating self from mom) Males learn to repress and define themselves through separation . They are masculine defined by not being feminine

39
Q

How can gender roles change according to Chod

A

Men become caretakers

40
Q

What are two reasons social factors play a role in cognition?

A

1) sex differences in math and science achievement may differ across cultures
2) sex differences in math have decreased over time

41
Q

We learn behavior is modeled and reinforced

A

Social learning theory

42
Q

Tendency for a person to reproduce the actions, attitudes, and emotional responses exhibited by real-life or symbolic models

A

Modeling, or observational learning

43
Q

What are some supporting reasons for modeling aggressive behavior in men?

A

All video game characters are aggressive, M toys commercials and not F are aggressive, copycat killings

44
Q

Why do people imitate aggressive behavior (2)?

A

It’s modeled to be appropriate, and it’s cognitively accessible

45
Q

How does SLT provide for future research?

A

It shows that it’s teachable, and that environment has a large influence. Furthermore boys are better because they do more things with spatial ability

46
Q

Reinforcement and aggression

A

More likely to be reinforced in M than F, even a smile or – punishment is still reinforcement, best option is to ignore

47
Q

We model who? (3)

A

Same sex models with gender congruent behavior
Models who are reinforced
Models we like

48
Q

Different people and objects in a child’s environment provide rewards and and models that shape behavior to fit gender role norms

A

Gender-role socialization

49
Q

What are the indirect and direct forms of gender role socialization

A

In-modeling, direct- reinforcement

50
Q

Response bias in gender role socialization of appearance

A

When spatial skills identified as measuring empathy FF did better and when spatial skills MF did better

51
Q

As far as emotion F intend to _______ and males_____

A

Strengthen relationships, have power

52
Q

Individualistic and Collectivist cultures and sex differences

A

Individualistic more differences, collectivist less

53
Q

Parents treat sons and daughters more or less similar

A

More similar than different

54
Q

How do parents treat F and M differently and with what age? (3)

A

Sex-typed toys, communicate differently with respect to emotions and younger children, because after awhile they react to individual components

55
Q

Parents, neighbors, tv as social agents

A

Parents are less likely to be an influence because they acquire individuating info and the others are stronger social agents

56
Q

Toys and cognition

A

Masculine toys have edu value so it may have impact on cognition

57
Q

States that the roles that society assigns F and M are responsible for gender roles

A

Social Role Theory (bio is contributes)

58
Q

Men’s role outside of home is to foster____ and women to foster_____

A

Agency, communion

59
Q

Cross cultural research shows that ______. Younger children and F foster and boys with older fosters

A

Boys and girls are assigned different roles and that they lead to sex-typed behavior
Nurturance, egotistic dominance

60
Q

Emphasizes the role that the child plays in interpreting the world. Child is active agents in gender role acquisition

A

Cognitive development theory

61
Q

How does CDT support changing gender roles?

A

Its superficial. Long hair is girl whether M or F so it can change

62
Q

Preference for the group to which one belongs

A

Evaluative

63
Q

Learn about one’s own category and identify how two categories differ

A

Motivational

64
Q

Limitation of Kohlberg

A

Gender constancy must be est. first but studies show that this was false

65
Q

What are the two stages of CDT

A

Gender identity then constancy

66
Q

Combines elements of SLT and CDT by recognizing that the child and the environment interact with one another to produce gender roles

A

Social Cognitive Theory

67
Q

Explains how content of gender schema is acquired

A

SLT

68
Q

Explains how people use schema to guide behavior

A

CDT

69
Q

Relies on other categories besides gender to interpret the world

A

Aschematic people

70
Q

Emphasizes the more proximal causes of sex differences, highlighting impact of situation

A

Deaux and Major model

71
Q

Perceivers influence

A

Whether sex differences are observed through cognitive and behavioral confirmation

72
Q

Whether sex differences are observed through self-verification and self-presentation

A

Targets influence

73
Q

Features of the sit that influence the observance of sex differences are

A

Behavioral constraints, whether the sit calls for self-presentation, and the strength of ones views on the subject of interest

74
Q

Process by which a perceivers expectation actually alters the targets behavior so the target comes to confirm the perceivers expectancy

A

Behavioral Confirmation

75
Q

Idea that individuals see what they want to see

A

Cognitive confirmation

76
Q

Someone who does not use the gender category as a guiding principle in behavior or as a guiding principle in behavior or as a way of processing

A

Gender Aschematic

77
Q

Label determined by biological sex that is applied to either self or other people

A

Gender identity

78
Q

Categorization of the self as male or female and the realization that this category cannot be changed

A

Gender constancy

79
Q

Categorization of the self as male or female and the realization that this category cannot be changed

A

Gender constancy

80
Q

Stereotypical enactment of male and female roles in romantic relationships

A

Heterosexual script

81
Q

Conditions in which chromosomal sex does not correspond the phenotypic sec or there is an inconsistence within phenotypic sex

A

Intersex conditions

82
Q

Localization of ability in one hemisphere of brain

A

Lateralization

83
Q

Image of masculinity upheld by society that consists of toughness, dominance, emotional detachment, callousness towards women, eagerness o seek out danger, and competition

A

Masculine mystique

84
Q

Aggressive behavior that is planned and socially motivated

A

Proactive aggression

85
Q

Aggressive behavior that takes the form of an angry, impulsive response to threat or provocation

A

Reactive aggression

86
Q

Category that contains info about the features of the cat as well as its association with other categories

A

Schema

87
Q

Variable that describes the extent to which one is more concerned with self presentation or self verification

A

Self monitoring

88
Q

Concern individuals have with how their behavior appears to others

A

Self presentation

89
Q

Concern individuals have with behaving in ways consistent with their self concepts

A

Self verification

90
Q

States that cognitive development is one factor in gender role acquisition but there are social influences as well

A

Social Cognitive theory

Psychology of Gender (9 decks)

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