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Developmental Psych > gender development > Flashcards

gender development Flashcards

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1
Q

are there major differences between the genders?

A
  • no; there are more similarities than differences
  • there is also great variability within each gender
  • the only substantial domain is motor development
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2
Q

sex

A

sex chromosomes, physical characteristics, biological origins

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3
Q

gender

A

social assignment or self-categorization of gender

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4
Q

gender identity examples

A

cisgender, bigender, agender, nonbinary, transgender

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5
Q

gender typing

A

process of gender socialization

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6
Q

gender-typed

A

stereotyped/expected behaviors for one’s assigned gender

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7
Q

cross gender-typed

A

stereotyped/expected behaviors for a gender other than the one assigned

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8
Q

gender non-conforming

A

individuals high in cross-gender-typed behaviors

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9
Q

effect size

A

the magnitude of difference between averages and the amount of overlap in distributions (from trivial to very large)

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10
Q

meta-analysis

A

summarized numbers from several states

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11
Q

biological influences on gender

A
  • genes, not especially important
  • hormones, more important!
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12
Q

androgens

A

class of steroid hormones, including testosterone

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13
Q

organizing influences

A

potential result of sex-linked hormones affecting brain differentiation and organization

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14
Q

activating influences

A

a potential result of sex-linked hormones affecting contemporaneous activation of the nervous system and corresponding behavioral responses

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15
Q

evidence that gender is not binary:

A
  • neuroscience: no unique brain structures
  • behavioral neuroendocrinology: hormones, all have testosterone/androgens
  • gender psychology: genders may display both types of behaviors
  • cultural psychology: “third gender” practices
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16
Q

self-socialization

A

children’s cognitions lead them to act in accord with their beliefs, activity practices, actions, etc.

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17
Q

Cognitive Developmental Theory

A
  • Lawrence Kohlberg, 1960s
  • learning through observation/interaction, and understanding of gender is influenced through cognitive ability
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18
Q

gender identity

A

age 2.5-4, children identify themselves, but don’t realize gender is permanent

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19
Q

gender stability

A

4-6, gender is constant over time, but is influenced by superficial characteristics

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20
Q

gender constancy

A

6 years and older, gender is invariant despite superficial changes, concrete skills!

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21
Q

Gender Schema Theory

A
  • Sandra Bern, 1981
  • evidence in item preference experiment
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22
Q

gender schemas

A

organized representations about gender, including stereotypes, ingroup, outgroup, and own-gender schemas

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23
Q

gender schema filter

A

initial evaluation of information as relevant for one’s own gender

24
Q

interest filter

A

initial evaluation of information as being personally interesting

25
Q

Social Cognitive Theory

A
  • Albert Bandura and Kay Bussey
  • triadic model, based on personal, environmental, and behavioral factors
26
Q

tutition

A

direct teaching through gender socialization

27
Q

enactive experience

A

learning to take into account the reactions of one’s past behavior evoked in others

28
Q

observational learning

A

learning through watching others actions and received consequences…attention, memory, production, and motivation

29
Q

Social Identity Theory

A

influence of group membership on gender identity

30
Q

ingroup bias

A

tendency to evaluate individuals associated with the ingroup more positively or superior

31
Q

ingroup assimilation

A

individuals are socialized to conform the group’s norms

32
Q

intersectionality

A

intersection of various identities

33
Q

opportunity structure

A

economic/social resources offered by the macrosystem
ex. activities, play styles, preferences, representation

34
Q

milestones in infancy/toddlerhood

A
  • can distinguish perceptual cues in infancy
  • 18 months: form gender-stereotypes association
  • 2.5-3 y/o: label others and their own gender
35
Q

milestones in preschool years

A

age 3-5, begin avoiding peers who violate gender norms, form gender stereotypes, differences in play (affordances)

36
Q

gender segregation

A

tendency for cross-typed activities associated with same-gender peers

37
Q

milestones in middle childhood

A

age 6-10, the emergence of different communication styles, understanding of gender constancy and gender discrimination

38
Q

assertion

A

one’s attempt to exert influence over the environment

39
Q

affiliation

A

tendency to affirm connection with others through being emotionally open, supportive

40
Q

collaboration

A

coordination of affiliation and assertion, an initiative for joint activity

41
Q

milestones in adolescence

A
  • stronger conformance to traditional gender roles
  • change and exploration
42
Q

gender role intensification

A

heightened concerns with adhering to traditional gender roles that mat occur during adolescence

43
Q

ambivalent sexism

A

hostile sexism (belief that men are above women) and benevolent sexism (belief that women need protecting from men)

44
Q

gender role flexibility

A

recognition of gender roles as social conventions and adoption of more flexible attitudes

45
Q

do adults treat the sexes differently?

A

adult gender and experience influence the treatment of children, Dr. Klaus speaking experiment

46
Q

differences in peer interactions based on sex:

A

group size, disclosure levels, intimacy, rumination, activities, etc.

47
Q

hierarchy of gender

A

toxic masculinity, less flexibility for men in gender expression

48
Q

intersex conditions

A

an individual of one genetic sex can develop genitalia associated with the other or multiple genders or partial development of genitalia

49
Q

congenital adrenal hyperplasia (CAH)

A

a recessive gene causes high androgen hormones, primarily affects females, partially masculinizes external genitalia…does not typically affect gender indentiy

50
Q

androgen insensitivity syndrome (AIS)

A

androgen receptors malfunction, may have female external genitalia, commonly influences gender identity

51
Q

puberty

A

developmental period marked by the ability to reproduce (menarche and spermarche)

52
Q

adrenarche

A

maturation of adrenal glands, correlates with onset of sexual attraction, prior to physical change

53
Q

gender and cognitive abilities/academic achievement

A
  • no major differences, boys have mild advantage in spatial reasoning, girls in verbal/writing skills
54
Q

gender and interpersonal goals/communication

A

greater in adolescence, and smaller in adulthood, girls have a slight advantage in language skills

55
Q

gender and aggressive behavior

A
  • indirect vs. direct forms of aggression
  • motivational/cultural influences
  • peer/parental influences

Developmental Psych (15 decks)

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