Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

A Level Psychology > Paper 3 - Gender > Flashcards

Paper 3 - Gender Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

Define sex

A

Sex : A biological status, determined by genes, hormones and chromosomes (CANNOT CHANGE)

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

Define gender

A

Gender : A psychological status : the expected attitudes, behaviours and roles of males/females (CAN CHANGE)

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

Define gender dysphoria

A

Gender Dysphoria : A persons sexual does not match their gender this leads to dysphoria

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

Define sex roles and examples of the stereotypes

A

Sex Role : Expected roles, attitudes of each sex in a given culture. These allow us to make short cuts in situations.
Sex Role Stereotypes : Girls (caring, nurturing, long hair, sensitive, cooking)
Boys (beer, sporty, aggressive, immature)

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

Sex, gender & BSRI : Ingalhaliker

A

Ingalhaliker : Mapped female and male brains with MRI. Female have greater connections across hemispheres. Males have greater connections within hemispheres.

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

Sex, gender & BSRI : Rubin

A

Rubin : Looked at when stereotyping occurred. New parents asked to describe their baby within 24 hrs of being born (boys = strong and alert), (girls = soft and delicate). Stereotyping occurs very early on, more so with gender reveals in todays society.

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

Sex, gender & BSRI : Batista Boys

A

“Penis at 14” 4 buys from the Dominican Republic were born with ambiguous genitalia. (Due to chemicals from a nearby factor). Genitals looked female, so they were raised as female. However during puberty they ‘became male’. Their sex was XY (later found out). They all socialised absolutely fine, marrried and had children.

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

BSRI : Bem’s sex role inventory, define androgyny

A

Androgyny : A balance of masculine and feminine traits, people will adapt to a given situation.

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

Explain the BSRI method

A

BSRI : Ppts rated themself 1-7 (always trust to always never true) on 6p traits (20 female, 20 male & 20 neutral). This gave one of 4 categories: male (high male score, low female), female (low male score, high female), androgynous (high male and high female score), unclassified (low male and female score).
Conclusion = Bem stated those that were androgynous were the most psychologically healthy and had great mental well-being.

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

A03 : Sex, gender & BSRI (pilot study)

A

Strength
Pilot Study : 100 people judged 200 traits to narrow down to 20 female, 20 male and 20 neutral (all agreed) = VALID. 1 month later they were asked again = same traits = high test retest.

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

A03 : Sex, gender & BSRI (lacks temporal validity)

A

Weakness
Lacks temporal validity : Created in the 70s, expected roles, behaviours & attitudes have changed since (females can be the breadwinner).

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

A03 : Sex, gender & BSRI (cultural bias)

A

Weakness
Cultural Bias : Developed in the USA, a western society (individualistic). It is not applicable to Eastern/collectivistic cultures (male traits may be expected & females there)

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

A03 : Sex, gender & BSRI (self report)

A

Weakness
People may lie to be androgynous = decreased valid

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

A03 : Sex, gender & BSRI (reductionist)

A

Weakness
Reductionist : Reduces the complexities of gender to 60 traits, we should consider jobs, attitudes, behaviours to get a better understanding.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

A03 : Sex, gender & BSRI (Adam & Sherer)

A

Weakness
Adam & Sherer : Stated masculines more desirable and useful in a western society. Therefore psychologically healthy & valued.

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

Biological Explanation: Chromosomes

A

Chromosomes : 46 chromosomes, 23 pairs, 23rd pair determines sex (xx female, xy male). They are biochemical units of heredity that govern development. The ‘Y’ chromosome has an ‘SRY’ gene causing the androgen (testosterone) to develop tests in the womb.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Biological Explanation: Hormones (what are testosterone, oestrogen and oxytocin)

A

Hormones : Shape our behaviour & physical characteristics (prenatally hormones work on brain development & reproductive development -> at puberty a secondary burst of hormones occur (sexual characteristics)
Testosterone = Controls male sex organ development & linked to aggression in both genders. A03: Van de Poll : injected female rats with testosterone -> led to increase aggression.
Oestrogen = Controls female sex organs & menstruation. PMT (pre-menstrual tension) leads to increased emotion, irritability & aggression.
Oxytocin = Controls lactation and bending. Women stimulate higher levels than males (explains females need for intimacy).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Biological explanation : C.A.H

A

C.A.H: Congenital adrenal hyperplasma, a rare prenatal condition, increased levels of testosterone in females lead to ambiguous genitalia in newborn girls (referred to as Tomboys).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Biological Explanation: A03 : + Bruce/Brenda

A

Bruce/Brenda : Dr Money ‘theory of neutrality’ believed nurture overrides nature! But this case proved: nature overrides nurture for our gender
ADD OWN NOTES TO THIS (explain what happened, e.g. penis burnt off with laser during circumcising Bruce, new theories say can transfer to female and bring up as a girl, didn’t work out)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Biological Explanation: A03 : + Van Goozen

A

Van Goozen : Male -> female transsexuals have lower levels of aggression than female -> male (demonstrates testosterone is linked to aggression and more ‘male’ behaviour)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Biological Explanation: A03 : - Tricker

A

Tricker : Gave male ppts 10 weekly injections of testosterone or a placebo. No significant differences were found in behaviour (suggests that testosterone doesn’t post-natally lead to aggressive behaviour)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Biological Explanation: A03 : - Deterministic

A

Deterministic : Ignores SLT, the biological approach is 100% nature and ignores SLT explanations. There is research to suggest our sex related behaviour is caused by observing and imitating role models in our environment. Therefore this explanation cannot explain cultural differences in gender related behaviour. Doesn’t explain changes in todays society.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Biological Explanation: A03 : - Reductionist

A

Reductionist : This approach reduces the complexities of our gender down to genes, hormones & chromosomes. It ignores any thought processes as well as the influence our environment can have on shaping our behaviour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Atypical Sex Chromosomes : Explain Klinefelters

A

XXY
Affects 1 in 750 males. Extra ‘X’ chromosome. Not physically noticeable, identified usually during a routine medical check.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Atypical Sex Chromosomes : Klinefelters physical & psychological characteristics

A

Physical Characteristics:
Reduced body hair
Develops small breasts at puberty
Long & gangly limbs

Psychological Characteristics:
Poor language skills
Poor memory
Passive & shy
Poor reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Atypical Sex Chromosomes : Explain Turner

A

XO
Affects 1 in 5000 females. Missing one 2nd X chromosome. Only 45 chromosomes. Noticeable from birth.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Atypical Sex Chromosomes : Turner physical/psychological characteristics

A

Physical Characteristics:
Broad shield chest
Don’t develop ovaries - no menstrual cycle
Webbed neck
Physically immature

Psychological Characteristics:
Higher reading ability
Low spatial, visual & maths skills
Socially immature & have few friends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

A03 : Atypical Sex Chromosomes : strength (comparing typical & atypical)

A

+ Comparing typical & atypical sex chromosome patterns develop our understanding of physical and psychological differences that biology has influenced on people (nature). This develops our understanding of the impact nature has on sex & gender in the differences in people.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

A03 : Atypical Sex Chromosomes : strength (research led to earlier identification)

A

+ This research has led to earlier identification which has led to treatment/methods to thrive. Those that were identified as having atypical sex chromosome patterns had significant benefits to those identified in adulthood. Improves quality of life as these conditions can affect people psychologically (I.e. school support/SEN)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

A03 : Atypical Sex Chromosomes : weakness (social immaturity)

A
  • Social immaturity can be an environmental influence rather than biological. I.e. girls with Turners may become socially isolated during puberty. Can or assume the physical and psychological differences are just nature.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

A03 : Atypical Sex Chromosomes : weakness (research based on 33%)

A
  • All research on Klinefelters is based on 33% of males with Klinefelters - therefore is not representative of the conditions many makes experience, there may be less differences.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Kohlberg’s Theory : interactionist (explain nature and nurture)

A

Interactionist
Nature = All born with ability to create schemas.
Nurture = Schemas develop due to experience.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Kohlberg’s Theory : Stage Theory

A

Stage Theory - Gender understanding runs parallel to intellectual development (gets better with age). A gradual process.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Kohlberg’s Theory : Egocentric

A

Egocentric - An inability to see the world from another point of view (gender identity & stability)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Kohlberg’s Theory : conservation

A

Conservation - Something can stay the same (quantity) even though it’s appearance has changed (2 glasses, volume task).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What are the 3 stages of Kohlberg’s Theory

A

Gender identity
Gender stability
Gender consistency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Kohlberg’s Theory : stage 1

A

Gender identity
2 - 3 years
Can label themself as boy/girl by 3 years.
Relies on physical appearance.
Doesn’t understand gender is permanent.

Child is egocentric & doesn’t understand conservation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Kohlberg’s Theory : Stage 2

A

Gender Stability
3 - 4 years
Child knows their own gender stays the same.
Cannot apply this knowledge to other people or other situations.

Child is egocentric & doesn’t understand conservation

39
Q

Kohlberg’s Theory : Stage 3

A

Gender Consistency
Around 6 years
Complete understanding of gender for self & others across time, situations & despite superficial change.
They NOW look for role models to confirm their knowledge.

Not egocentric & understand conservation

40
Q

Kohlberg’s Theory : A03 : + Ken Doll Exp

A

+ Ken Doll Exp : A ’Ken Doll’ is shown to a 2,4,6 year old in phase A Ken is wearing shorts/shirt/short hair (boy boy boy). Phase B he wears skirt/shirt/short hair (girl girl boy). Phase C he wears skirt/shirt/long hair (girl girl boy). This backs up 2 - 4 year olds are egocentric & Kohlberg’s stage theory.

41
Q

Kohlberg’s Theory : A03 : + Slaby & Freg

A

+ Slaby & Frey : Showed pictures to children of females and males doing the same task. Children in the gender consistency stage took longer looking at the pictures. Shows identification : backs up gender knowledge develops with age.

42
Q

Kohlberg’s Theory : A03 : - Research method comes from interviews with children

A
  • The research method to obtain knowledge for this theory comes from interviews with children (2-6 year olds). Questions were adapted but children’s language is limited, they may not have understood the question or been able to verbalise it also they are suggestive. Reduces validity of the theory explaining gender development.
43
Q

Kohlberg’s Theory : A03 : - SLT challenges theory

A
  • SLT challenges this theory as Kohlberg’s theory cannot explain why boys are so reluctant to play with girls toys (from 4). The theory doesn’t explain gender differences. SLT explain this through identification & operant conditioning (boys punished for playing with Barbies).
44
Q

Gender Schemas : define schemas, Interactionist, examples of girls/boys schemas

A

Schemas are mental constructs that develop via experiences and are used
by our cognitive system to organise our knowledge.

Interactionist:
Nature = born with the ability to create schemas
Nurture = these schemas develop with experience

Our understanding of gender runs parallel to intellectual development.
We are ACTIVE in structuring our own learning.
(Above backs up Kohlberg)

Girls = organised, pink, long hair, smell nice, nurse, glitter, dolls, makeup
Boys = cars, short hair, blue, disorganised, sport, dinosaurs
(Above generalised representations of what we know about each gender)

45
Q

Gender Schemas Explained : throughout the ages

A

Once a child has reached gender identity (2-3 years) they actively search their environment to develop their schema (goes against Kohlberg - he said at 6).
By 6 years old, children have fixed & stereotypical views/attitudes about each gender. Anything that does not fix with their schema they disregard (girl playing with dinosaurs)
By 8 years we have a good understanding of both genders (we have developed elaborate schemas). This leads to negative evaluations of your out group (teasing).
-> Ingroup : same sex = reinforce our knowledge & boosts self-esteem
-> Outgroup : opposite sex = don’t pay as much attention to them

46
Q

A03 : Gender Schemas : Martin & Halverson

A

+ Martin & Halverson : Children under 6 years old remembered more photographs of gender consistent behaviour than of gender inconsistent behaviour after 1 week. They would changed the behaviour of the inconsistent person to fit with their norm.

47
Q

A03 : Gender Schemas : Boston & Levy

A

+ Boston & Levy : Compared girls and boys ability ability to assemble sequences of pictures in the correct order (4 pictures), these were pictures of typically female and typically male activities. (E.g. steps of making a cake) The children were better at sequencing their own sex typical activities than the opposite = ingroup

48
Q

A03 : Gender Schemas : theory overlooks social factors

A
  • This theory overlooks social factors & cannot explain why gender schemas develop & take the form they do. It is weak in explaining gender development
49
Q

A03 : Gender Schemas : boys show more extreme gender type behaviour

A
  • Boys show more extreme gender type behaviour & greater resistance to opposite sex activities than girls. GST doesn’t explain this, SLT can through operant conditioning (EXPLAIN HOW)
50
Q

A03 : Gender Schemas : compare to Kohlberg

A
  • Compare to Kohlberg : Backs up that gender knowledge runs parallel to intellectual development. But GST states we look for role models and actively shape our schemas from 2-3 (once we know we are a boy/girl). Kohlberg said this happened once we achieve consistency.
51
Q

Psychodynamic Explanation : link to Interactionist & all happens in the _

A

Interactionist: Psychosexual stages are innate. Experience to how we overcome conflict. Shapes our adult personality.

All happens in the unconscious

52
Q

Psychodynamic Explanation : what is the key psychosexual stage

A

Key Psychosexual Stage: Phallic (where you obtain your gender). Before this, a child is essentially bisexual

53
Q

Psychodynamic Explanation : links to personality (3 types)

A

ID - Immediate gratification -> “I want it now”
Ego - Mediator (between ID & superego)
Superego - Morality principle (you obtain after successful completion of the phallic stage - off same sex parent)

54
Q

Psychodynamic Explanation : Oedipus complex

A

Boys : Oedipus Complex : Boys desire their mums, they see their dad as a competitor for their mums love. They notice not everyone has a penis. Boys develop castration anxiety (fear dad will chop their penis off). They decide to give up their love for their mother and actively identify with their father, in doing so they take in the male gender identity - the fathers superego (morals & values).

55
Q

Psychodynamic Explanation : Electra complex

A

Girls : Electra Complex : Girls desire their dads, he has a penis & girls want one they have penis envy. Girls blames their mums for a lack of penis and power. They give up their love, for their dad & passively (no fear/no choice) take on the female gender identity & take one mums superego (morals/values). They channel their energy into ‘penis baby project’ having a baby boy (some power).

56
Q

A03 : Psychodynamic Explanation : Little Hans

A

+ Little Hans: 5 year old that developed a fear of horses. Freud suggest Hans phobia was displacement - he had repressed his fear of his dad onto a horse he saw collapse in the street. This case study backs up the Oedipus conflict. However it is a case study so is open to interpretation and bias. Better explained by classical conditioning by behaviourist psychology.

57
Q

A03 : Psychodynamic Explanation : punitive dad

A
  • The theory suggests the more punitive dad is the stronger male identification. Blakemore found boys with more liberal fathers were more secure in their male identification. This suggests Freud’s theory lacks validity in explaining gender identity.
58
Q

A03 : Psychodynamic Explanation : alpha bias

A
  • Freud’s theory was created in a Patriarchal society (alpha bias). Karen Horney suggested in todays society men experience womb envy (women’s ability to create life). Freud theory is androcentric (Freud believed women needed men).
59
Q

A03 : Psychodynamic Explanation : once conflict resolved …

A
  • Freud stated that once conflict is resolved at 5 years old no more gender development takes place. Kohlberg disagreed with this, stating gender development continues past 7 years old. Freud underestimates the complexities of gender.
60
Q

SLT : nurture, observation, imitation, reinforcement

A

Nurture : Learn all gender related behaviour from the environment and experience.
Observation : Simply watching gender related behaviour.
Imitation : Copying gender related behaviour (no special relationship)
Reinforcement : Operant conditioning (learn through consequence)

61
Q

SLT : Direct & Indirect

A

Direct : Positive reinforcement (YOU get praised for gender behaviour)
Punishment (YOU get punished for gender behaviour)

Indirect (vicarious) : Positive reinforcement (you watch SOMEONE ELSE be rewarded, you repeat as you want the reward)
Punishment (You watch SOMEONE ELSE be punished, you don’t repeat as you don’t want to be punished)

62
Q

SLT : identification, modelling, mediational processes

A

Identification : A special relationship between yourself and the role model, you see yourself as similar.

Modelling : You imitate (copy) gender related behaviour of someone you look up to. They have status/are desirable.

Mediational Processes : Attention (watch gender related behaviour)
Retention (you remember and analyse the skill)
Motivation (praise/punishment)
Reproduction (you do the action)

63
Q

A03 : SLT : Bandura 1

A

+ Bandura 1 : Children watch a same sex adult model hit a bobo doll. Children then allowed to play in the playroom. Children imitated the adults. (Demonstrates no imitate gender related behaviour from same sex role models - observation & imitation).

64
Q

A03 : SLT : Bandura 2

A

+ Bandura 2 : Same as above BUT with a consequence. (Condition 1 = adult praised - children copied) (Condition 2 = adult punished - children did not copy) (Condition 3 = no consequence - control). Demonstrates we imitate if positively reinforced (backs up the key concept operant conditioning).

65
Q

A03 : SLT : Cultural differences

A

+ Cultural differences : This theory explains same gender differences around the world, through different media & learning experiences. Biological approach cannot explain this.

66
Q

A03 : SLT : Bruce/Brenda

A
  • Bruce/Brenda : This theory ignores any biological influence on gender related behaviour such as testosterone leads to aggression. HOWEVER Bruce/Brenda case demonstrates nature overrides nurture.
67
Q

Culture : Mead

A

Mead : Observed gender roles in 3 tribes (overt & non ppt)
Apresh: Men and women are gentle and cooperative
Mundugmar: Men and women violent & aggressive
Tchambuli: Women dominant, providers (they fished) and organised tribe life
These suggest gender behaviour is nurture (different)

68
Q

Culture : Buss

A

Buss : Looked at mate preference over 37 countries. Males look for youth and attractiveness. Females look for wealth and resources. Gender behaviour is nature

69
Q

Culture : Monroe

A

Munroe : Most countries follow the ‘typical’ divisions of labour. Male = breadwinner, Female = carer, nurturer. Gender behaviour is nature. Links to attachment (A03) females had children, had to breastfeed and bond.

70
Q

A03 : Culture : Ethnocentric

A
  • Ethnocentric : Mead imposed her western views of gender on these cultures, she didn’t understand (non ppt observation). Therefore reduces validity of determining if gender behaviour is universal. A way around this is use an indigenous psychologist.
71
Q

A03 : Culture : Impose Ethic

A
  • Impose Ethic : She created a tool suitable to measure gender in one culture (western) and expected it to work in other cultures. Should have worked with an indigenous psychologist.
72
Q

A03 : Culture : Cannot disentangle nature from nurture

A

Cannot disentangle nature from nurture. Cross cultural research is useful at looking into this, but we don’t know where nature stops and nurture begins (due to media). An interactionist view would be better.

73
Q

Media : links to social learning theory

A

Link to social learning theory
We need same sex role models in the media to shape our behaviour. Needed for imitation, identification & reinforcement to ensure appropriate gender related behaviour-> acceptance.

74
Q

Media : Bandura

A

Bandura : The media provides clear stereotypes to follow. Men are independent, ambitious & advice givers. Women are dependent, unambitious & advice sneakers.

75
Q

Media : Furham

A

Furham : In the media are autonomous roles = professionals, females are in housewife/ family roles.

76
Q

Media : McGhee

A

McGhee : Found a correlation (shows relationship not cause and effect) between high media exposure & high sex role stereotypical behaviour.

77
Q

Media : Wober

A

Wober : The media sex roles influenced what children wanted to do when they grew up. Men = occupational roles, Women = service/caring roles (nurse, nursery nurse)

78
Q

A03 : Media : Bandura 1

A

+ Bandura experiment 1 : Children watch same sex role models hit the bobo doll and therefore copy and imitate this. This suggests that we observe and imitate same sex role models which can be presented to us in the media.

79
Q

A03 : Media : Cultural Bias

A
  • Media focuses on western families = cultural bias, therefore can only be used to explain western societies (not generalisable).
80
Q

A03 : Media : No media challenging male stereotypes

A
  • No media challenging male stereotypes -> this might explain males fixed view of gender roles (challenges female roles like the Disney princess but no program of boys staying at home and looking after babies for example).
81
Q

A03 : Media : No control group

A
  • No control group, there are very few people that have not had media exposure therefore nothing to compare to as a baseline. This limits validity of research when establishing norms.
82
Q

Atypical Gender Development : DSM diagnosis of gender dysphoria

A

Experience will affect ability to function in everyday life.
Feel a strong sense of discomfort with their own biological sex.
No biological disorder should occur at the same time.
Must experience ongoing (for 6 months) identification with the opposite sex.

83
Q

Atypical gender development : biological theory (brain sex theory)

A

■ This theory suggests that dysphoria is caused by specific brain structures that are incompatible with a person’s biological sex.
■ Dimorphic/BSTc (area that take a different form in males and females) brain structures cause GID.
■ Zhou (1995) studied the bed nucleus of the stria terminalis (Dismorphic/BSTc) which is assumed to be fully developed at age 5, found this is 40% larger in males than females
■ Post mortems showed that in 6 transgender, the BSTc similar size to females brain.

84
Q

Atypical gender development : biological theory (genetics - twin studies)

A

■ Heylans (12) 39% of MZ twins concordant for GID compared to NO DZ twins where one of each pair was diagnosed with GID = Genetic factors MUST be involved.
■ Deterministic as causing the mismatch that people feel which is caused by a difference in brain structure or genetics. Therefore NO free will

85
Q

Atypical gender development : biological theory (foetal development- hormones)

A

■ There was either over or under-exposure to androgens in the womb (over-exposure for females, underexposure for males)
■ As a consequence it leads to masculinisation or feminisation

86
Q

Atypical gender development : psychodynamic theory (psychoanalytic)

A

■ Mother-son relationship leads to greater female identification in boys.
■ Extreme separation anxiety occurs before gender identity established.
■ Fantasies of a symbolic fusion with mother to reduce anxiety.
■ Become the mother so adopts a female gender identity
■ Stoller (73) Conducted clinical interviews and observed those with Gender Dysphoria, they had overly close mother son relationships. Suggests this leads to over identification with females, leading to a confused gender identity.

87
Q

Atypical gender development : cognitive theory

A

Liben and Bigler (2002) proposed an extension of the gender schema theory
■ Schemas are formed through childhood experiences (around 2-3).
■ This theory suggests two pathways of gender development – the dual pathway theory
1. The first pathway acknowledges the development of gender schema which then direct gender-appropriate attitudes and behaviour as part of ‘normal’ development
2. The second pathway describes how the child’s personal interests become more dominant and this influences the gender schema (boy likes playing with dolls).
– In most people this may lead to androgynous behaviour and a more flexible attitude to gender.
– In a small minority of others, it may lead to the eventual formation of an opposite gender identity.

88
Q

A03 : AGD : biological theory (brain sex theory) - Hulshoff

A
  • Hulshoff (06) found that transgender hormone therapy affect the size of the BTSc which means that differences in transgender brains may be due to the therapy rather than a cause of GID.
89
Q

A03 : AGD : biological theory (twin studies) - low concordance rate & small sample size

A
  • Low concordance rates for GID (also hard to disentangle the environment from biological in twin studies)
  • Sample sizes are small – generalisability problems – Therefore we rely on twin studies for the genetic support however these are WEAK.
90
Q

A03 : AGD : biological theory - general weakness

A

Reductionist as reduces GID (gender identity disorder?) down to genetic, neuro-anatomical and hormonal level. A complete understanding requires nurture explanations.

91
Q

A03 : AGD : social psychological (psychodynamic) + Zucker

A

+ Zucker (96) Studied boys that were concerned about their gender identity. Out of the boys that were diagnosed with GID 64% were also diagnosed with separation anxiety disorder. Only 38% of the subclinical group were diagnosed with separation anxiety disorder. Suggests a disordered attachment to mothers is a factor in development of GID.

92
Q

A03 : AGD : social psychological (psychodynamic) - Rekers

A
  • Rekers (86) gender disturbance is likely to be associated with the absence of the father than fear of separation from the mother. HOWEVER it is hard to test – No empirical research, unconscious cannot be proven therefore the concept is not testable
93
Q

A03 : AGD : social psychological (cognitive) - Liben & Biglers

A
  • Liben and Biglers (02) theory describes GID, it does NOT explain how someone becomes interested in activities that are not consistent with their own sex. Furthermore it does NOT how these activities lead to the development of non-sex typed schemas. – Other theories (BST) are more useful as they have explanatory power.
94
Q

A03 : AGD : social psychological (cognitive) - overall research problems

A
  • Overall there are problems of research, it is still classed as social sensitivity, implications could be detrimental to those it affects. (Can be used for all)

A Level Psychology (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions