Gender Flashcards

Question

Kleinfelter's Syndrome

Answer 1

Males with XXY sex chromosomes, 1/1000 males Physical; smaller testes, no facial/pubic hair, some breast development, taller with gangly limbs, wider hips, often infertile Psychological; poor language + reading ability, dyslexia, more passive, shy, lack interest in sex, can't deal with stress well

Answer 2

Females with XO sex chromosomes, 1/2000 Physical; no menstrual cycle, infertile, no breasts, broad chests, webbed neck and low set ears, narrow hip, immature physically Psychological; higher reading, verbal, language skills. Lower spatial and maths skills. Socially immature, struggle to fit in

Answer 3

Compare to chromosome-typical people and find differences between both groups. E.g turners=higher reading identify what changes chromosomes cause, biology

Answer 4

Chromosomal differences in those with disorders and differences in behaviour is not causal. Environment and society my influence these. eg turners = immaturity may be 'cause they treated immaturely

Answer 5

Research helps to identify syndromes earlier so treatment can be administered in childhood- more effective than being administered in adulthood. Testosterone replacement therapy for Klinefelter's = development of masc traits Growth hormone of turners = taller in adulthood Oestrogen replacement therapy = breast development, menstrual cycle + healthy womb Improve people's lives

Answer 6

Sample is unusual and unrepresentative individual look different so normally treated differently. 2/3rds unaware they have atypical chromosomes so studies based only on those that are diagnosed. they be different in an important physical/psychological way. Nature and nurture difficult to assess when comparing typical and atypical

Answer 7

Cognitive developmental approach Draws of Piagetian ideas- thinking develops as we age because of physical changes in our brain allowing more complex, abstract thought Stage theory- has 3 stages

Answer 8

Gender Labelling/Identity (2-3) Gender Stability (4-6) Gender Constancy (7<)

Answer 9

Naturally progressing through stages as thinking matures

Answer 10

Correctly label themselves as boy/girl Can label other people other people as boy/girl and relate to one No idea of gender stability/constancy- so over time or when appearance changes gender can change too thinking is "pre-operational"-Piaget- lacks internal logic

Answer 11

Aware that their own gender is permanent despite time or appearance But doesn't apply same logic to others Engaging in non-stereotypical activities will cause child to change someone's gender (male nurse = female) Piaget "Conservation" doesn't develop until 7yo & "Egocentrism" continues until 7yo

Answer 12

Piaget ability to understand that something remains the same despite changes in outward appearance gender; changes is superficial appearance will lead child to believe that the gender has changed

Answer 13

Piaget inability for a child to see something from someone else's perspective; they assume that others are experiencing the same as them gender; can't differentiate between others and self so if a physical property changed child assumes gender has changed because that's how they experience it

Answer 14

Gender is permanent and fixed over time and appearance for both themselves and others At this point children learn gender-appropriate behaviours (before this stage there was no point) & seeking same sex role models

Answer 15

Labelling- (Thompson) 2yo's 76%, 3yo's 90% at identifying their sex- accuracy grows when aging Stability- (Slaby & Frey) Asked questions about gender stability to children "Will you be a mummy or daddy when you grow up?" = didn't show stability until 3/4yo. Constancy- (Slaby & Frey) established levels of children constancy by asking questions like; to a boy, "If you wore a dress would you still be a boy?" then played a video with women on the right and men on the left. High levels of constancy = greater interest if same sex role model

Answer 16

(Bem) criticised (McConaghy)'s transplant clothes on doll experiment which showed that children of 3-5yo judged gender based on clothes not genitals which supported Kohlberg. (Bem) children are identifying gender from what they have been taught, in society they are taught to look for physical cues (Martin and Halverson) criticised (Slaybe & Frey) saying that children adopt a pretend mode when answering question they have to explicitly to give answers based of what they believe Validity of support questioned

Answer 17

(Slaybe & Frey) boys reach constancy before girls (Langlois & Downs) boys more likely punished for gender inappropriate behaviour so learn quicker (Huston) harder to make boys participate in fem activities than vise versa; social learning theory, boys have more powerful role models = greater identification

Answer 18

(Slaybe & Frey) gender constancy can appear as young as 5 Still shows that gender changes over time Maybe because of increased media exposure, ages in theory need to be adjusted

Answer 19

(Martin & Little) 4yo's showed no signs of stability or constancy but showed strong gender stereotypical behaviours. This aligns more with gender schema theory.

Answer 20

set of organised expectations of gender to help us interpret info in the brain formed through previous experience

Answer 21

cognitive first introduced by Bem but then developed by Martin and Halverson (1981) getting info about gender and gender appropriate behaviours happens before constancy- labelling is enough schema affects later behaviour esp. memory and attention

Answer 22

Group person identifies with. Same sex ingroup. +vely evaluates own group and -vely evaluates outgroups enhances self esteem works to acquire knowledge about ingroup + avoid behaviours of outgroup

Answer 23

ignore info that isn't consistent with ingroup beliefs schema remains fixed and influences retention and memory

Answer 24

children believe that all children of same sex have the same interests so they avoid children of the opposite sex because they aren't similiar also learn consequences of associating with different social relationships (eg getting tease) so they avoid this schema influences likelihood of developing social relationships with same and opposite sex

Answer 25

8-10yo - schema of opposite sex develops 7yo - schema fixed rules 11-13 yo- "rules" are just societal conventions, more flexible teenagers- abandon assumption that their own gender is preferable and significant minority label themselves as androgynous

Answer 26

(Martin & Little) 4yo's showed no signs of stability or constancy but showed strong gender stereotypical behaviours. Gender identity enough to take interest in gender appropriate behaviours

Answer 27

(Zosuls et al) observed recording of children play = gender labelling 19months (Bandura & Bussey) gender typed preferences shown earlier than this Challenges theory as contradicts idea that labelling happens at 2-3yo

Answer 28

(Martin & Halverson) children <6yo most likely to recall gender-consistent behaviour than inconsistent when asked a week later tend to change the sex of person doing inconsistent behaviour to match their schema resilience of beliefs

Answer 29

Ignores conflicting info to ingroup schema in favour of consistent info Children with mothers that have a less gender stereotypical job have less strong views of what men should act like- schema not entirely fixed Counter-stereotypes tend to be ignored (problem when trying to reduce gender stereotypes) counter stereotype not best way to reduce schema rather they should use direct experience with people that don't fit schema

Answer 30

Gender neutral items given gender, p's took greater interest in ingroup item and remember more details about ingroup items a week later children actively seek info about their ingroup by paying more attention

Answer 31

not enough attention put of parental influence and punishment and reward (social learning) doesn't really explain why schemas develop in the way the do

Answer 32

Gender identify starts in the phallic stage (3-6yo) = awareness of genitals/ physical differences between genders Shaped through unconscious conflicts

Answer 33

Boy's sexual desires toward his mother => feelings of jealousy and hatred for the rival father Fear of dad, punishment = castration anxiety

Answer 34

Girl likes mum but realises mum doesn't have penis Penis envy = girls want to be like dad, sexual attraction Girl believes mum took her penis = anger penis envy replaced by want for baby = reduces anger

Answer 35

Boys resolve the Oedipus complex by identifying with the father and internalising his personality, thereby creating a sense of male identity. If a boy does not resolve the complex, he could become homosexual

Answer 36

Girls resolve the Electra complex by identifying with the mother and internalising her personality, thereby creating a sense of female identity. If a girl does not resolve the complex, she will be confused about her sexual identity Girls have already lost penis so have less to lose than boys = less fear = less identification

Answer 37

Hans loved mum and wanted dad dead developed castration anxiety of dad because when he asked his mum to touch his penis she says she'll cut it off associated "touching" with horses because he overheard a father telling daughter not to touch the horse or it will bite her repressed castration anxiety = fear of horses Hans identified with dad, didn't want him dead and lost castration anxiety

Answer 38

Freud published stages of psychodynamic approach prior to analyse, looking for evidence to fit

Answer 39

dad supplied all the evidence and Freud only met little Hans once dad was an avid supporter of Freud = biased

Answer 40

Hans saw horse collapse on street when he was young classical conditioning could have caused fear disproving Freud

Answer 41

Even if Hans did have an Oedipus complex this was a case study with individual differences and therefore cannot be generalised to the wider population

Answer 42

lacking validity, reducing support that case study offers whilst this support Oedipus complex in a pseudoscientific way it doesn't actually support the development of gender identity Cannot strongly support validity of psychodynamic approach

Answer 43

Freud- women are a mystery to me penis envy = patriarchal Victorian era views (Karen Horney) "womb envy" + criticised notion that female development based on desire to be like men, androcentric Womb envy also alpha bias but feminist psychologists say this is necessary redress balance

Answer 44

needs different gender parents for both complexes so work non-nuclear family = adverse affects on child gender development but evidence shows opposite (Patterson, 2004) children with lesbian parents went through gender development the same as any other child and have normal social relationships with peers and adults lacks predictive validity

Answer 45

strict fathers should cause greater castration anxiety = strong identification = greater boy gender identity (Blakemore & Hill, 2008) more liberal fathers = boys more secure in their masculinity lacks predictive validity

Answer 46

gender is learnt by observing models that reinforce behaviour and imitating them

Answer 47

observing gender appropriate behaviour from a same sex role model (identification) vicarious reinforcement = more likely to repeat the behaviour

Answer 48

Cognitive factors that influence learning and come between stimulus and response Motivation Attention Retention Reproduction

Answer 49

direct, differential reinforcement learns gender identity internalised

Answer 50

explicit introductions about gender appropriate behaviour begins when child develops linguist skills

Answer 51

once child have internalised gender-appropriate behaviours = no longer dependent on reinforcement and environmental factors direct their own behaviour

Answer 52

4-6month olds = 1/2 time in boy clothes & 1/2 time in girl clothes adults interact: boy clothes = hammer shaped rattle, reinforced for adventurous & assertive girl clothes = doll, reinforced for pretty & passive early age gender appropriate behaviour from adults differential reinforcement

Answer 53

can explain masc/fem behaviour changes over time less distinct masc/fem roles now = new acceptable gender behaviour reinforced no biological corresponding shift so SLT explains better

Answer 54

modelling in relation to gender film shown to 8-9yo = boys and girls picking apples or pears later children picked fruit seen selected by same sex in film model gender appropriate behaviour only imitated if it doesn't go against existing stereotypes (man is skirt not imitated)

Answer 55

Doesn't include biological aspects David Reimer raised as female but resisted and reverted to male identity later Biosocial theory better?- innate biological differences that are later reinforced through society

Answer 56

(Martin et al.) boy still played with toys labelling "boy toys" even though girl played with them boy didn't play with labelling "girl toys" even though other boys playing with them direct tuition more important than modelling (Hildebrandt et al.) if direct tuition contradicted by instructors behaviour then effects are weakened direct tuition best coupled with congruent behaviour

Answer 57

Culture- rules, morals, childrearing practices that bind a group of people gender expectation vary from culture to culture

Answer 58

Women generally more conformist than men in most cultures Conformity generally highest in tight, sedentary communities with correlation of +0.78 between sex differences and ecocultural index

Answer 59

Uk = women in more domestic roles, less powerful positions The gap is decreasing Changing cultural differences

Answer 60

Social groups in Papa New Guinea; cross cultural Arapresh; men & women gentle, responsive, cooperative Mundugumor; men & women aggressive, seek power Tchambuli; women = dominant, impersonal men = emotionally dependent, decorative gender roles learnt culturally but Mead did say there were more similarities than difference- doesn't retract from the differences

Answer 61

Observer bias/ imposed etic (Freeman, 1984) tribes were just telling Mead what she wanted to hear, false picture (Appell, 1984), Freeman also inaccurate Mead = lacks internal validity takes away from support

Answer 62

(William & Best, 1990) agreement across cultures; masc = dominant, independent fem = caring, social gender universal = biological

Answer 63

impossible to separate nature/nurture from birth socialisation begins & gender expectations Can't tell where nature stops and nurture begins including within culture probable that there is a complex link between both

Answer 64

combination of biological and then later social influences would explain basic cross cultural similarities and variations interculturally

Answer 65

observe and learn gender role behaviours from same sex role models (higher status) from media = reinforced vicarious reinforcement seen self-efficacy = seeing other succeed = higher probability that child will succeed = imitation

Answer 66

(Bussey & Bandura, 1999) men = directive, independent women = dependent, unambitious, emotional (Hodges et al, 1981) men = exercising control women = at mercy of others (Conley & Ramsey, 2011) women more passive than men in ads

Answer 67

British Columbia Notel- town with no TV signal Unitel- town with one channel Multitel- town with multiple channels questionnaires to find typical gender behaviours = less evidence of gender stereotypical behaviour in no and unitel after 2 years = sex-typed views and stereotypical views increased in notel media plays a role in stereotypes

Answer 68

(Furnham & Farrangher, 2000) men = autonomous women = domestic (McGhee & Freuh, 1980) longitudinal study over 15 months 6-12yo's 25< hrs TV a week = more gender stereotypes (esp. males) 10> hs TV a week = less stereotype perceptions Furnham - reinforcement of stereotypes Freuh - +ve correlation, media influence and stereotypical behaviour

Answer 69

Difficult to establish C&E media may reflect social norms or cause social norms most children exposed to media so finding comparisons is hard less internal validity

Answer 70

(Pingree, 1978) reduced stereotyping when exposed to ads where women in less stereotypical roles pressure of media = "Brave" = strong female teenage boys = stronger stereotypes after counter-stereotype exposure. may not be effective gender schema theory = distortion of memory to fit schema = no effect

Gender Flashcards

(94 cards)