KOHLBERGS THEORY (COGNITIVE) Flashcards
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1
Q
Kohlberg’s theory
A
- (KT) suggests that a child’s understanding of gender develops in three gradual stages and becomes more sophisticated with age.
- Kohlberg believed that these stages were universal and every child goes through the same cognitive development.
- Any differences in M+F behaviour is due to cultural differences in what is perceived as masculine and feminine
2
Q
gender - stability, identity constancy
A
- Gender identity occurs at 2 when a child begins to think about gender and is able to correctly identify themselves as a boy or girl. Children believe that their sex can change and that changing clothes can change a person’s sex.
- At 4 children begin to realise that their sex will not change over time– this shows they have acquired gender stability.
- Due to being egocentric they do not realise that this also applies to other people. Children still see certain characteristics as being masculine or feminine.
- Lastly, gender constancy occurs at 6 children begin to appreciate that other people have a different POV from their own– they are less egocentric.
- They realise that everyone’s gender is constant and that changes in outward appearances do not influence if someone is M or F– this is known as conservation.
- Kohlberg believed that it was at this time that children actively seek out role models to imitate to help them develop their sense of gender. And believed once the child has a fully developed concept of gender at the CS, they embark upon an active search for evidence which confirms that concept
3
Q
One strength of KT is that there is supporting research.
A
- For example, Slaby and Frey found that children who had reached high levels of gender constancy spent more time watching same sex models than those with low levels of gender constancy.
- This suggests that children in the gender constant stage spent longer looking at the same sex models because they identified with them and were actively looking for evidence to support their gendered ideas.
- This is an advantage as it supports Kohlberg’s claims that
children pay attention to same sex models after the constancy stage has been reached
4
Q
One limitation of KT is that there is opposing research to suggest that gender appropriate behaviour
might begin earlier.
A
- For example, Bussey and Bandura found that children as young as 4 reported feeling good about playing with gender-appropriate toys and feeling bad about doing the opposite.
- This suggests that children begin to absorb gender appropriate information as soon as they identify as either M/F .
- This is a disadvantage as it contradicts the key principles of KT which states such behaviours occur around the age of 6
5
Q
A limitation of KT is that it was developed using flawed methodology.
A
- Kohlberg’s theory was developed using interviews with children who were, in some cases, as young as 2/3.
- Although the questions asked
were tailored to the particular age group he was dealing with, very young children often lack the vocabulary required to express understanding. - The children may not have had the verbal ability to express their complex ideas.
- This is a disadvantage as it questions the validity of the interviews, and the findings
6
Q
A strength of KT is that it can complement gender schema theory.
A
- For example, Stangor and Ruble
suggest that gender constancy and gender schema are different processes. - This is because a schema relates to the organisation of memory (it allows children to store information) whereas gender constancy is about motivation (once children have a firm idea of what it means to be a boy or girl they are motivated to engage in gender-appropriate activities).
- This suggests that the two theories both accurately explain
gender development at different stages. - This is an advantage as it allows psychologists to gain a holistic understanding of gender development and make accurate conclusions based on these two theories
