G - Gender schema theory Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Schema

A

A cognitive framework that helps organise and interpret information in the brain. A schema helps an individual to make sense of new information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Who came up with the most recent version of GST?

A

Martin and Halverson (1981).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What 2 changes did Martin and Halverson propose to GST?

A
  1. Learning of gender-relevant info happens before gender constancy.
    - Gender labelling is enough to self-identity as a boy/girl.
    - Children will show preferences for gender-appropriate behaviour here.
  2. The gender schema you form will have effects on your psychological functioning later in life - especially cognitive abilities like memory and attention span.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What does gender schema theory focus on?

A

Schema formation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How do children develop schemata?

A

They learn schemas related to gender from their interactions with other children and adults, as well as from TV shows or videos.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Schemata contain info coloured by/related to what?

A

Cultural norms.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are characteristics of gender schemata?

A

Very simplistic and ‘black and white’ at first - they’re full of stereotypical information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What do gender schemas have the function of?

A

Organising and structuring other information that is presented to children.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What does the term ingroup refer to?

A

The groups with which a person identifies.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What does cognitive processing develop?

A

An ingroup/outgroup bias.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What happens once a child has identified with any group(s)?

A

It leads them to positively evaluate their own group and negatively evaluate the outgroup.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Why once people have identified with any group do they positively evaluate their own group and negatively evaluate the outgroup?

A

Because it enhances their self-esteem.

It also motivates a child to be like their own group and avoid the behaviours of the other group.

it also leads them to actively seek info about what their ingroup does, i.e. to acquire ingroup schemas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What does GST say about the focus on ingroup and outgroup schemas?

A

According to GST, from an early age, before gender constancy, children focus on ingroup schemas and avoid behaviours that belong to outgroup schemas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the natural and evolutionary benefits of cognitive processing developing ingroup and outgroup bias?

A
  • Maximisation of ingroup positive qualities.
  • Maximisation of outgroup negative qualities.
  • This builds self-esteem and reinforces stereotypes.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is an important aspect of GST?

What can it explain?

A

It can explain the power of gender beliefs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What do gender beliefs lead children to do?

A

Hold very fixed gender attitudes because they ignore any information they encounter that is not consistent with ingroup information.

17
Q

Why, according to GST, is info that isn’t schema-consistent ignored or disregarded and what effect does this have?

A

It is because attention and working memory rely on top-down influence from stored schematic info.

We don’t ignore outgroup info on purpose; it’s never perceived.

In this way gender schemas have a profound effect on hat is remembered and our perceptions of the world around us.

18
Q

What does play with other children lead children to believe?

A

That all girls share the same interests and all boys share the same interests, and to avoid children of the opposite sex.

19
Q

In what stage of Kohlberg’s GST did peer relationships have an impact?

A

Gender constancy stage.

20
Q

What do children develop knowledge about when forming peer relationships?

A

Knowledge of the potential consequences associated with different social relationships.

As they get older, they learn that everyone has the same biases (theory of mind), This means that they will fear rejection or hostility from peers if they form relationships with outgroup members (Martin, 1991).
(This explains why and not just how constancy happens.)

21
Q

What did Martin (1991) say was the cause of gender constancy?

A

As children get older, they learn that everyone has the same biases (theory of mind), This means that they will fear rejection or hostility from peers if they form relationships with outgroup members (Martin, 1991).

22
Q

How do gender schemas influence a child’s peer relationships?

A

They influence the likelihood of developing social relationships with the same- and opposite-sex peers (Martin, 1991).