Notes for Psychology-Feb. 21st Gender Development: The dichotomy between genders h s been perpet! ted in o!r c!lt!

re for long while. "oci li# tion: P rents$ te chers$ peers$ medi infl!ence gendered beh vior. Two c!lt!res %& ccoby' Peer soci li# tion thro!gh se( segreg tion. Growing up apart, coming together is wor) s!ggesting th t the distinct dichotomy between the different gender inter ctions !ltim tely !ndermines the form tion of rom ntic rel tionships. *ven toys re n ill!str tion of the gender divisions between two gro!ps. +h t do these im ges s y bo!t m sc!linity, -ohlberg form!l ted his .ognitive-Development l Theory %-ohlberg' "e/!ence in !nderst nding gender: Gender 0dentity: -Gender l beling others %2 ye rs.' -Gender l beling self %1 ye rs'. Gender "t bility %1-2 ye rs' -Gender rem ins st ble over time %3gender police4' Gender .onst ncy %5 ye rs' Gender "chem Theory %6em7 & rtin nd 8 lverson' -Gender schem s: The ide th t ll children h ve n org ni#ed !nderst nding of gender$ nd c tegori#e things s either m le or fem le. 6ec !se we9ve developed them from o!r yo!th$ we still process things in this w y whether we )now it or not. -.l ssify: +e ttend to the things relev nt to o!r own gender$ yet if it9s irrelev nt we either ignore or forget them. 6 nd!r : "oci l-.ognitive Theory 8e tho!ght th t children concept! li#ed beh vior by observing models of e ch respective gender. 8e lso tho!ght th t children le rn gender from their en ctive e(periences. They le rn from the re ctions others h ve to their beh vior. :n e( mple of this wo!ld be how some children re either enco!r ged or disco!r ged to pl y with cert in toys. Gender might lso be le rned by direct te ching from the p rent$ who might fr n)ly tell the child how to ct in ccord nce with their gender. .hild intern li#es nd becomes self-directed.

Theories of Gender Development: 6iologic l cco!nts %genetic;hormon l differences' re the prim ry foc!s to ttrib!te biology to gender differences. *vol!tion ry cco!nts stress different evol!tion ry press!res for men nd women. "e(! l selection !ltim tely becomes /!estion of /! lity vs. /! ntity$ nd to h!nt nd g ther vs. tend nd befriend. Fem les need to be )ind$ gentle$ n!rt!ring %rel tionship-foc!sed' where s m les need to be competitive$ domin nt$ nd ggressive %hier rchy-foc!sed'. Gender stereotypes emerge e rly$ pp rently. They c n s!rf ce s e rly s 2< months to 12 months in some girls. They lso infl!ence beh vior$ e.g.$ choose !nf mili r toy bec !se l beled for own gender. & rtin et l. %1==>'. Novel toys v rying in ttr ctiveness. Gender l bel 3This is toy girls re lly li)e4 or control :ttr ctive toys lose ppe l if l beled for other gender nd e(pect s me preference mong other girls nd boys. *(periences c n be ttrib!ted to the perpet! tion of stereotypes in children. :ll they h ve to do is observe how d!lts beh ve with their gender. 6oys re more li)ely th n girls to endorse. Th t is to s y$ boys tend to be f r less 3gender-fle(ible.4 8yde h s proposed th t men nd women re f r more simil r th n they re different. 8er rg!ments were th t the effect si#es were$ in ct! lity$ sm ll in m gnit!de. *.g.$ if gender cco!nts for 1>? of v ri nce$ @>? is e(pl ined by other f ctors. "he lso t )es into cco!nt th t there is plenty of overl p between m les nd fem les. Fin lly$ within gender$ we sho!ld foc!s on heterogeneity. Th t is to s y$ we sho!ld comp re how different fem les re from other fem les in ddition to their individ! l differences from other men. 6AT-different is not synonymo!s with 3inferior.4 :nother criticism of 8yde9s theory is th t even sm ll effects c n be import nt. Fin lly$ c)nowledge individ! l differences while !nderst nding me n level differences.