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Psychology > Gender > Flashcards

Gender Flashcards

1
Q

sex and gender

What is definition of sex

A

A persons biological status as either male or female

Determined by chromosomes

These go on to influence hormonal and biological differences

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2
Q

sex and gender

What is the definition of gender

A

The psychological and cultural differences between males and females. Includes attitudes, roles and behaviours that we associate with being male or female and are heavily influenced by social norms.

It is fluid not fixed

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3
Q

sex and gender

What is gender identity disorder

A

When a person does not feel comfortable in their biologically determined sex

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4
Q

sex and gender

What can solve gender identity disorder

A

Gender reassignment surgery or becoming transgender

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5
Q

sex and gender

what was Imperato-McGinley’s research (Batista Boys)

A

studied unusual families in three villages in the Dominican Republic

37 of these children had inherited a mutant recessive gene from an 18th century ancestor

they were born with female genitals despite having XY chromosomes

when they hit puberty they had a surge in testosterone levels which lead to the production of dihydrotestosterone which lead to the development of male genitals

They reported no difficulty in adopting the male gender

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6
Q

sex and gender

What do the Batista boys tell us about gender roles

A

gender is mainly to do with nature not nurture

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7
Q

sex and gender

what is a sex-role stereotype

A

Shared expectations within a society or culture that people believe is usual or acceptable behaviours for men and women

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8
Q

sex and gender

what is an example of a sex-role stereotype

A

women being bad drivers

men hating shopping

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9
Q

androgyny

What is the definition of androgyny

A

An individual who displays equal levels of masculine and feminine traits / characteristics

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10
Q

androgyny

what are the beliefs of Sandra Bem

A

Gender schemas become the lenses through which we view the world and this means that society is structured in a way that empowers men not women

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11
Q

androgyny

What are the three beliefs that Bem says come around due to gender schema

A

men and women differ psychologically and sexually

men are the dominant and superior sex

these differences are natural

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12
Q

androgyny

how did Bem challenge the 2 traditional gender identities

A

added androgynous to the masculine and feminine identities

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13
Q

androgyny

How does the Bem Sex Role Inventory (BSRI) work

A

questionnaire on 60 characteristics-

20 masculine

20 feminine

20 neutral

participants rate each question scale of 1-7-

1- always true of me

7- never true of me

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14
Q

androgyny

what are the four classifications from the BSRI

A

Masculine

Feminine

Androgynous (High)

Undifferentiated (Low)

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15
Q

androgyny

what were Bem’s findings of the BSRI

A

more people were androgynous than extreme masculine or extreme feminine

masculinity and femininity are independent traits that are not inevitably down to sex

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16
Q

androgyny

Why did Bem say that androgynous people were more psychologically healthy

A

more comfortable with who they are

not expectations of how they should act

can handle situations in flexible manor

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17
Q

androgyny

what are the strengths of sex-role stereotypes and androgyny

A

high internal validity and test-retest reliability- 20 men and 20 women asked to rate 200 characteristics on how desirable they were for men and women. BSRI then piloted on 1000 students and then small follow up study done on smaller group of students

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18
Q

androgyny

what are the limitations of sex-role stereotypes and androgyny

A

poor temporal and cultural validity- BSRI developed over 40 years ago and only devised using western judges, both of which meaning the scale of what is masculine and what is feminine may be debatable

response bias- self-report questionnaire used which is subjective and on hypothetical ideas such as gender may lead to invalid results

too simplistic- spence argues that because gender is such a a complex thing it cannot be quantified by a set of traits so qualitative data must be collected for full insight

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19
Q

role of chromosomes

how many pairs of chromosomes does everybody have

A

23

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20
Q

role of chromosomes

what chromosomes do males have

A

XY

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21
Q

role of chromosomes

what chromosomes do females have

A

XX

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22
Q

role of chromosomes

what does the SRY gene do

A

causes the testes to develop, these then produce androgens (male sex genes) which cause the embryo to become male

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23
Q

roles of hormones

what are the roles of hormones in gender

A

determine a persons sex

induces gender development

act upon brain development and lead to development of reproductive organs in the womb

at puberty burst of hormonal activity leads to development of secondary sexual characteristics such as pubic hair

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24
Q

roles of hormones

what is the role of testosterone

A

controls development of male sex organs.

begins to be produced at 8 weeks as a foetus

link found between testosterone levels and aggression levels

Naan De Pol found that females injected with testosterone became more physically and sexually aggressive

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25
Q

roles of hormones

how is real-world application na strength of the role of testosterone

A

Wang found that out of 227 hypogonadal men who had testoerone therapy for 180 days many of them showed signs of:

improved sexual function, libido and mood

significant increase in muscle strength

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26
Q

roles of hormones

what is the role of oestrogen

A

determines female sex characteristics and menstruation

causes some women to experience heightened emotionality and irritability during their menstrual cycle (PMS)

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27
Q

roles of hormones

what is the role of oxytocin

A

causes contractions of the uterus during labour, stimulates lactation, reduces cortisol, and facilitates bonding

‘love hormone’ as makes mothers fall in love with their babies

fuelled stereotype women are more connected with their children than men

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28
Q

roles of chromosomes

how does the case of David Reimer support the role of nature (chromosomes) (AO3)

A

born a boy until penis burnt off

raised as a girl and given oestrogen and was unhappy

reverted back to a boy and was much happier

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29
Q

roles of hormones

what studies are a strength of the role of hormones (AO3)

A

Dabbs found that prisoners with highest levels of testosterone were more likely to have committed violent crimes

Vn Goozen studied transgender people and found male to female showed decreased aggression and female to male showed the opposite

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30
Q

roles of hormones

How does O’Connors study contradict the role of hormones

A

43 males were given either a weekly injection of testosterone or a placebo injection and found no significant increases in aggression or frequency of intercourse

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31
Q

roles of hormones

How is PMS a limitation of the role of hormones

A

encourages damaging stereotypes of ‘irrational women’ which can affect the way females are treated (Rodin)

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32
Q

roles of hormones

What does Hofstede claim that challenges the role of hormones(AO3)

A

gender roles are more a consequence of social norms than biology. for example, in collectivist countries values are more masculine

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33
Q

atypical sex chromosome patterns

what chromosome structure do people with Klinefelter’s syndrome have

A

XXY

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34
Q

atypical sex chromosome patterns

how many people does Klinefelter’s syndrome effect

A

1 in every 500-1000 males

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35
Q

atypical sex chromosome patterns

what are the physical characteristics of Klinefelt’s syndrome

A

small amounts of body hair

breast tissue development

round body shape

gangly limbs

underdeveloped genitals

impaired coordination

general clumsiness

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36
Q

atypical sex chromosome patterns

what are the psychological characteristics of Klinefelt’s syndrome

A

poor language and reading ability

shyness

lack of sexual interest

struggle with memory and problem solving (executive functions)

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37
Q

atypical sex chromosome patterns

how many chromosomes do people with Turner’s syndrome have

A

45

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38
Q

atypical sex chromosome patterns

what is the chromosome patter known as in people with Turner’s syndrome

A

X0

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39
Q

atypical sex chromosome patterns

how many people are affected by Turner’s syndrome

A

1 in 5000 females

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40
Q

atypical sex chromosome patterns

what are the physical characteristics of Turner’s syndrome

A

absence of menstrual cycle

underdeveloped ovaries

no breast development

webbed neck

looks physically immature

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41
Q

atypical sex chromosome patterns

what are the physchological characteristics of Turner’s syndrome

A

higher than average reading ability

spatial, visual and mathematic abilities lower

socially immature

trouble relating to others

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42
Q

atypical sex chromosome patterns

what are the strengths of atypical sex chromosome patterns

A

support the importance of nature in gender- people with abnormal sex chromosome patterns can be compared to those who don’t which can lead to understanding the differences between the two genders

real world application- Herlihy found that out of 87 people with Klinefelter’s syndrome those who were diagnosed earlier displayed less severe symptoms

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43
Q

atypical sex chromosome patterns

what are the limitations of atypical sex chromosome patterns

A

lack of generalisability- samples of people with unusual genetic makeup are unrepresentative and also are likely to be treated differently due to their different appearance.

harmful- self-fulfilling prophecy, children with K or T syndrome may expect to have trouble reading etc and not try and be treated differently by others which can increase the severity of their symptoms

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44
Q

cognitive explanations of gender development

what is the cognitive explanation for gender

A

focus on how children thinking develops as they grow. they focus on the child maturing which suggests all children must develop in the same way

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45
Q

cognitive explanations of gender development- Kohlberg

what was Kohlbergs theory for the cognitive explanations of gender

A

Gender identity

gender stability

gender constancy

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46
Q

cognitive explanations of gender development- Kohlberg

when does gender identity occur

A

2-3 years

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47
Q

cognitive explanations of gender development- Kohlberg

when does gender stability occur

A

4-5 years

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48
Q

cognitive explanations of gender development- Kohlberg

when does gender constancy occur

A

6+ years

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49
Q

cognitive explanations of gender development- Kohlberg

what is gender identity

A

child can identify their own gender

can identify the gender of others

do not understand that gender is fixed (boy- I want to be a mummy when I’m older)

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50
Q

cognitive explanations of gender development- Kohlberg

what is gender stability

A

realise they will always stay the same gender

thinks gender changes due to situation

believe gender can change due to activity

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51
Q

cognitive explanations of gender development- Kohlberg

what is gender constancy

A

realise gender remains constant for themselves and others

start to seek out gender appropriate role models

will see a man in a dress and still see it as a man

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52
Q

cognitive explanations of gender development- Kohlberg

what are the strengths of Kohlberg’s cognitive stage theory of gender

A

supporting evidence- Slaby and Frey showed children a split screen with a male and a female doing the same task, younger children spent equal amounts of time watching each and older children spent longer watching the same sex role model

good generalisability and validity- Munroe found found cross-cultural evidence for Kohlberg’s theory in Samoa, Kenya and Nepal, shows gender identity aligns with IQ development

53
Q

cognitive explanations of gender development- Kohlberg

what are the weaknesses of Kohlberg’s cognitive stage theory of gender

A

contradictory evidence- Bussey and Bandura found 4 year olds reported ‘feeling good’ when playing with gender appropriate toys and ‘feeling bad’ when playing with gender inappropriate toys

lack of validity- Kohlberg used interviews with 2-3 years olds to base theory of of- the lack vocal, may struggle to comprehend questions and may not be able to convey more complex feelings about gender

over simplified- Martin suggested there are two stages of gender constancy. first degree before 6 which orients children to the importance of gender and a second degree after 6 which heightens childrens responsiveness to gender norms

54
Q

cognitive explanations of gender development- gender schema theory

what is the definition of schema

A

mental constructs that develop via experience and are used by our cognitive system to organise knowledge around particular topics such as gender

55
Q

cognitive explanations of gender development- gender schema theory

what did Martin and Halverson believe

A

when a child has established gender identity (2-3) they will begin to search the environment for information which encourages the development of gender schema

56
Q

cognitive explanations of gender development- gender schema theory

How does Martin and Halverson’s theory contrast Kohlberg’s

A

Kohlberg believes that gender development doesn’t begin until gender constancy is reached at 6

M and H believes it occurs at gender identity at 2-3 years old

57
Q

cognitive explanations of gender development- gender schema theory

what did Martin and Little find in an experiment which supports the gender schema theory

A

children as young as 2-3 demonstrated strongly sex-typed behaviours and attitudes

58
Q

cognitive explanations of gender development- gender schema theory

what do Martin and Halverson believe happens when a child reaches gender constancy

A

they have a fixed and stereotypical view of their gender and are likely to misremember or ignore information that does not fit with their existing schema

59
Q

cognitive explanations of gender development- gender schema theory

what did Martin and Halverson do to prove the gender schema theory

A

showed 20 children under 6 twenty photos of men and women doing activities

10 photos were gender consistent and 10 weren’t

a week later the children recall of the photos was tested

60
Q

cognitive explanations of gender development- gender schema theory

what were the findings of Martin and Halverson’s study on gender schema

A

15 out of 20 children were more likely to recall gender consistent photos

children often changed the sex of the person in gender inconsistent photos

61
Q

cognitive explanations of gender development- gender schema theory

what are in groups and out groups

A

children have a much better understanding of the schemas that relate to their own gender

their own group is an ‘in-group’ and the other is the ;out group;

in groups identity serves to boost the Childs self-esteem

it is not until about 8 children build more complex schemas regarding both genders

62
Q

cognitive explanations of gender development- gender schema theory

what experiment did Martin do on in groups and out groups

A

91 were children were showed various toys with different levels of attractiveness

some were labelled boy toys and some were labelled girl toys

the child was then asked to rate the attractiveness of the toys to themselves and others to a different experimenter

63
Q

cognitive explanations of gender development- gender schema theory

what did Martin find in his experiment on in groups and out groups

A

children liked toys less if they were labelled for the other sex and expected other children to do the same

this applied to attractive and unattractive toys

64
Q

cognitive explanations of gender development- gender schema theory

what are the strengths of the gender schema theory

A

supporting evidence- Martin and Halverson’s gender photo recall showed children under 6 showed gender development

accounts for cultural differences- Cherry says that GS influences what counts ts as culturally appropriate gender behaviour. in societies with less rigid gender perceptions options there are more noon-standard stereotypes. the psychodynamic and biological explanations cannot do this

65
Q

cognitive explanations of gender development- gender schema theory

What are the limitations of gender schema theory

A

contradictory evidence- Zoslous analysed 82 cases of 9-21 month old reports and videos and found that children could refer to themselves as a boy or a girl by about 19 months. this proves that M and H underestimated children ability to label themselves

hard determinist- GST ignores the role of parents and role of rewards etc and other social or psychological factors

66
Q

psychodynamic explanation of gender development

what stage did Freud believe gender development occurred

A

phallic stage (third)

67
Q

psychodynamic explanation of gender development

what did Freud believe causes gender identity to occur

A

oedipus/Electra complex

68
Q

psychodynamic explanation of gender development

what is a strength of psychodynamic explanations

A

supporting evidence- Rekkers and Morey rated the gender identity of 49 boys aged 3-11 and found that 75% of the ones labelled as gender disturbed didn’t have a biological or adoptee father figure. this supports ftreuds idea that to achieve gender identity a child must have a same sex parent

69
Q

psychodynamic explanation of gender development

Describe the case study of little hans

A
70
Q

psychodynamic explanation of gender development

what are the limitations of the psychodynamic explanations for gender

A

contrasting evidence- Bos and Sanford found there were no differences in development of gender identity in 63 children with lesbian parents compared with 68 children with heterosexual parents, contrasting Freud’s belief that a father must be present

androcentric- Horney argues that men’s womb envy is more prominent than womens penis envy and frauds idea of penis envy was reflecting the era he worked in, this challenges freuds theory that female gender development was founded on them wanting to be a man- ‘femininity is a failed expression of masculinituy’

pseudoscience- lack of falsification due to focus on unconscious thoughts

71
Q

social learning theory of gender development

what are the key assumptions of the social learning theory of gender

A

all behaviour is learnt from observation of others

role of environment is important in gender

role models include: teachers, parents, peers, media etc

72
Q

social learning theory of gender development

what is differential reinforcement

A

when boys and girls are treated differently for the same behaviours. for example, a boy may be punished for being clingy with their mother but for a girl it would be considered ‘cute’

73
Q

social learning theory of gender development

what type of reinforcement is differential reinforcement a demonstration of

A

direct reinforcement

74
Q

social learning theory of gender development

what is vicarious reinforcement

A

when a child is more or less likely to do something based off how the behaviour is received when they see another person do it

75
Q

social learning theory of gender development

how does vicarious reinforcement link to gender development

A

if a girl or boy sees someone of their gender being praised for doing something stereotypical for their gender they are more likely to replicate it.

76
Q

social learning theory of gender development

what is identification and modelling

A

when a child finds a role model and tries to identify with them and recreate their behaviour

77
Q

social learning theory of gender development

what processes are linked with identification and modelling

A

the meditational processes

78
Q

social learning theory of gender development

what are the meditational processes

A

attention

retention

motor reproduction

motivation

79
Q

social learning theory of gender development

what are the strengths of the SLT of gender

A

supporting evidence- Smith and Lloyd dressed half of a sample of babies as boys and the other half as girls irrespective of gender and found ‘boys’ were encouraged to be active and adventurous and ‘girls’ were encouraged to be passive and were called pretty. shows gender appropriate behaviour is stamped in through differential reinforcement

supporting evidence- Perry and Bussey made 20 boys and 20 girls aged 8-10 watch a man and a woman pick a fruit out of a bowl of fruit- the man would always pick an orange and the woman would always pick a banana. they found that in most cases the children picked the same fruit as the same sex role model supporting the importance of identification and modelling.

explains cultural differences

80
Q

social learning theory of gender development

what are the limitations of the SLT of gender

A

deterministic- nature could go hand in hand with nurture as the reason boys are encouraged to be more active and aggressive is because they naturally are (testosterone). shows differential reinforcement does not cause gender differences.

ignores influence of ageing and maturity as implied that modelling gender appropriate behaviour can happen at any age which is unrealistic and contradicted by theories such as Kohlbergs

81
Q

influence of culture on gender roles

how has cross cultural research contributed to the gender debate

A

contributed to the nature-nurture side of the debate. for example, if a certain gender role is present across cultures it proves it is innate, whereas if it is only seen in some cultures then it shows it is due to socialisation and the environment

82
Q

influence of culture on gender roles

what did Mead find about the Arapesh tribe

A

both men and women were gentle and responsive- much like the western stereotypes for femininity

83
Q

influence of culture on gender roles

what did Mead find out about the Mundugumor tribe

A

both men and women were aggressive and hostile- much like the western stereotypes for masculinity

84
Q

influence of culture on gender roles

what did Mead find out about the Tchambuli tribe

A

Women were dominant and took care of village life and trade etc. whilst the men were decorative and viewed as being unable to make I’m;ortant decisions

85
Q

influence of culture on gender roles

what did Mead’s studies suggest about gender

A

there may not be a direct biological relationship between sex and gender

gender roles may be culturally determined

she believed there were some innate gender typical behaviours , but the extent to which they were expressed was down to cultural norms.

86
Q

influence of culture on gender roles

what was Buss’ experiment

A

looked at mate preference across 37 different countries in all the continents

87
Q

influence of culture on gender roles

what were Buss’ findings

A

in all countries:

men looked for youth and physical attractiveness

women looked for men who could offer wealth and resources

88
Q

influence of culture on gender roles

what did Munroe and Munroe’s study show

A

is most societies division of labour is organised by gender- men are typically breadwinners and women are typically nurturers

89
Q

influence of culture on gender roles

what is a strength of the influence of culture on gender

A

supporting evidence- Hofstede said that in industrialised nations women are more widely expected to be in the workplace and not in the home whereas in more traditional societies the woman is still expected to be the ‘house-maker’. This shows that gender roles ARE determined by cultural context

90
Q

influence of culture on gender roles

what is a limitation of the influence of culture on gender

A

Mead’s research lacks validity and was biased- Freeman did a follow up study in Samoa and concluded Mead was guilty of an imposed etic and did not separate her own opinions from what she saw (observer bias) and made large generalisations.

91
Q

influence of media on gender roles

How does the media effect gender roles

A

The media provides role models who children may identify with and want to imitate. Children are likely to select role models who engage in gender appropriate behaviours as this is more likely to be positively reinforced

92
Q

influence of media on gender roles

What did Bussey snd Bandura find about men and women in media

A

Men shown as independent, ambitious ‘advice givers’

Women shown as dependant, unambiguous ‘advice seekers’

93
Q

influence of media on gender roles

What did Furnham and Farragher say about TV adverts and gender roles

A

Men more likely to be shown in autonomous roles in professional settings

Women more likely to be shown as having family roles in a domestic setting

94
Q

influence of media on gender roles

What is self-efficacy

A

When the media gives someone an idea of how likely they are to do something in the future. For example if a child sees a role model doing a gender appropriate job they will think they are likely to do that in the future

95
Q

influence of media on gender roles

What did Mitra find about self-efficacy

A

Girls in India who watched a programme challenging gender roles were more likely to think they could have a job outside the house than non-viewers

96
Q

influence of media on gender roles

What was the Notel, Unitel, Multitel experiment

A

In the 70’s a town in British Colombia was about to get TV for the first time, Tannis Williams called the place ‘Notel’

Surveys were done on the people of this town as well as two neighbouring towns- Unitel (one TV channel) and Multitel (multiple TV channels)

Williams noted how gender-stereotypical attitudes among the children of the two towns changed over 2 years

97
Q

influence of media on gender roles

What were the findings of the Notel, Unitel, Multitel experiment

A

At the start- Notel and Unitel showed less gender-typed views and gender stereotype behaviours

By the end- gender- typed views and gender role stereotypes increases in Notel

98
Q

influence of media on gender roles

What are the strengths of media influencing gender roles

A

Supporting evidence- cultivation theory argues the more TV a person watches the more likely they are to believe this reflects reality. Bond and Drogos found that people who watched ‘Jersey shore’ had more positive attitudes towards casual sex

Supporting evidence- Pingree found that pre-adolescent boys stereotypes became stronger following exposure to non-traditional models on TV while it decreased the strength of girls gender stereotypes. Shows boys are more ‘set in their ways’ and there is a big difference between the two genders preconceptions of the others role

99
Q

influence of media on gender roles

What are the weaknesses of media influencing gender roles

A

Contradictory evidence- Pingee’s study shows how not all media reinforces gender stereotypes

Simplistic- Durkin argues that even very young children are not effected by media messages and that family norms are more important. If a gender stereotype on TV does not align with the families view it will likely be rejected. Shows that media influences are secondary to other influences.

100
Q

atypical gender development- biological

What is gender dysphoria

A

When someone feels they have been ‘born in the wrong body’

101
Q

atypical gender development- biological

What is the brain sex theory

A

Gender dysphoria is caused by specific brain structures which are incompatible with a persons biological sex, this is especially true with dimorphic brain areas

102
Q

atypical gender development- biological

What are dimorphic brain areas

A

Areas of the brain that are different in men and women

103
Q

atypical gender development- biological

What was Zhou’s study

A

Studied a dimorphic area called the bed nucleus of the stria terminalis (BST) in 6 transgender women

104
Q

atypical gender development- biological

What did Zhou find

A

In transgender females their BST was the size of a biological female (40% smaller)

105
Q

atypical gender development- biological

What was Kruikver’s study

A

Looked at the number of neurons in the BST in transgender females

106
Q

atypical gender development- biological

What did Kruijver find

A

Transgender females had the same neuron density in the BST then biological females

107
Q

atypical gender development- biological

What was coolidges study

A

Looked at 96 MZ twins and and 61 DZ twins for evidence of GD

108
Q

atypical gender development- biological

What did Coolidge find

A

Found that 62% of the variance could be accounted to genetic factors

109
Q

atypical gender development

What was Heylens study

A

Compared 23 MZ twins to 21 DZ twins where one of them was diagnosed with GD

110
Q

atypical gender development- biological

What did Heylens find

A

39% of MZ twins both had GD

0% of DZ both had GD

111
Q

atypical gender development- biological

What is a strength of the biological explanation for gender dysphoria

A

Supporting evidence- Rametti studied white matter (dimorphic) in transgender females before hormone treatment and found their levels aligned with biological females

112
Q

atypical gender development- biological

What is a limitation of the biological explanation of of gender dysphoria

A

Zhou and Kruijver both did their studies post-mortem on people who had already undergone hormone treatment. Huskhoff-pol used MRI scans to look at BST during treatment and found the size of it changed significantly

113
Q

atypical gender development- social

What is the theory of gender constructionism

A

Argues that gender concepts are ‘invented by societies’

Suggests GD is ‘confusion’ as society forces them to be a man or a woman

114
Q

atypical gender development- social

What was McClintock’s study

A

Studied individuals with the genetic condition 5 alpha reductase deficiency in the Sambia of New Guinea

These people start off as biological females and when hit puberty become males

This was accepted as normal by the people in this society

115
Q

atypical gender development- social

What did McClintock find the impact of the west on the kwolu-aatmwol was

A

They became judged as having a form of gender dysphoria and seen as abnormal instead of normal like they used to be

116
Q

atypical gender development- social (psychoanalytic)

What did overson and person argue caused GD in males

A

When the child experiences extreme separation anxiety

The child fantasises of symbiotic fusion (where they are so close they are like one person)

This would reduces separation anxiety

117
Q

atypical gender development- social (psychoanalytic)

What are the consequences of extreme separation anxiety on a male child

A

He almost ‘becomes the mother’ and identifies with her so strongly that he internalises her gender identity

118
Q

atypical gender development- social (psychoanalytic)

What did Stoller find which supports the idea that GD in males is caused by separation anxiety

A

Found in interviews that men with GD displayed overly close relationships with their mother.

119
Q

atypical gender development- social

What is a strength of the theory of social explanations for gender

A

Support for social constructionism- in Samoa there are three genders with the third being the fa’afafine who are biological men who adapt the roles of women. Shows that GD is a social construct instead of a biological fact

120
Q

atypical gender development- social (psychoanalytic)

What is an issue with the social theory of atypical gender development

A

Overset and Persons experiment only applies to men

Rekers suggests gender disturbance in men is more likely to be associated with the absence of a father rather than fear of separation from the mother

‘Separation anxiety’ is untestable as it is an unconscious concept and very subjective

121
Q

sex and gender

What was Ingalhalikar’s research that supports sex role stereotypes

A

Scanned 949 young men and women, using diffusion MRI imaging and mapped out connections between different parts of the brain.

Findings

Women’s brains had better connections left and right sides of the brain

Men’s brains display more intense activity in individual parts, especially cerebellum

Conclusion

Females better at multi tasking, mens brains are wired to focus on one task more intensely

122
Q

role of chromosomes and hormones

what pair of chromosomes determines sex

A

final pair (23rd)

123
Q

role of chromosomes and hormones

what is the role in chromosomes in gender

A

determine sex

124
Q

role of chromosomes and hormones

what is the role of hormones in gender

A

develops sex

125
Q

role of chromosomes and hormones

what is the role of hormones prenatally

A

brain and organ development

126
Q

role of chromosomes and hormones

what is the role of hormones post natally

A

determine secondary sexual characteristics at puberty

127
Q

pyschodynamic explanations

when did freud say gender development occured

A

phallic stage

before this children have no concept of gender

128
Q

pyschodynamic explanations

how does internalisation and identification lead to gender identity

A

children overcome comnplex by identifying with same sex parent

this involves kids taking on the gender identity of their same sex parent- this is internalisation

129
Q

pyschodynamic explanations

how does little hans support oedipus complex

A

freud said hans fear of horses with blinkers and black around mouth came from fear of castration from his father

Psychology (13 decks)

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