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43 Cards in this Set
- Front
- Back
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Behavioral Development
Infancy Starting at 1 day old, females show greater attention to people |
Females: >eye contact, >memory for faces, <gaze averting
Males: <eye contact, <memory for faces, >gaze averting |
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Behavioral Development
Infancy crying & prosocial and info seeking |
-Girl infants cry longer than boys in response to the cries of other infants
-Toddler girls respond with more prosocial (comforting) and information-seeking (what’s wrong) behaviors than boys who are more indifferent |
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Behavioral Development
Infancy physical contact, communication, visual orientation |
Girls maintain physicalcontact
more when in distress Maintain face-to-face communication with mothers more Boys orient more towards objects than faces |
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Behavioral Development
Infant/Toddler |
-Infants discriminate between males and females by 6 months of age
-By 18 months, categorize some activities as male- or female-typical and talk about these by 2 years of age -By 3 yrs, clear preference for same-sex social groups and sex-typed toys -Girls and boys separate into same-sex play groups regardless of activity or upbringing |
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What is play?
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Characteristics:
• Involves behavior patterns adapted from the “four F’s”: Fleeing, fighting, feeding, and mating -Involves signals that “this is play”(stylized gestures, postures, movements, or facial expressions) -Disappears during stress -Play is fun -No obvious, immediate function -Energetically expensive -Involves awkward or exaggerated movements |
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Who plays?
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-Vertebrates, ~ all mammals
• Animals with long life-spans • Animals with large/complex neocortex • Young animals (esp. during periods of cortical growth) • Species playful as adults typically also retain other neonatal characteristics |
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Why Do We Play?
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Assumed that play, like other behaviors, has been shaped by natural selection -
Costs of play: Uses energy, involves risk of injury, risk of predation, wastes time Two schools of thought: 1) A left-over (due to excess energy, etc.) 2) Practice for the future |
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Types of Play
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social play, locomotor play, object play
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Locomotor Play
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Includes:
Running, jumping, leaping, somersaults, dangling, and crawling - predominant form of solitary play |
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Object Play
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Involves components of:
Pulling, tugging, shaking, jerking, also complex manipulations seen in monkeys/apes/humans |
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Social Play
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Contact play involves:
Agonistic or predatory behaviours such as lunging, pouncing, grabbing, inhibited biting, wrestling, butting, batting, as well as rolling, mounting, clasping, or grooming *Non-contact play usually refers to chasing |
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Hypotheses For Play
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-play as physical training
-play as social training -play as cognitive training |
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Hypotheses For Play
--play as physical training |
develops muscles that can be beneficial and superior general physical capacity
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Hypotheses For Play
-play as social training |
Exercises competitive skills:
-predatory behavior (prey catching/ predator avoidance) -Aggressive behavior Socializing functions: -learning social rank -assist in social bonding -social communication signals |
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Hypotheses For Play
-play as cognitive training |
-play as cognitive training
-Functional in acquisition of tool-using skills -acquisition of general cognitive skills -generally involved in innovation |
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Benefits of Play?
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May serve as a signal in adults (of danger/playful males, of age/youth females)
-playful adults males may be less dangerous -Playful adult females, a signal of youth? Not sure, could be. |
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Sex Difference in Play
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Primates with more sex dimorphism in size tend to have more sex dimorphism in behavior
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Sex Difference in Play
-division of labor |
When have lots of sexual dimorphism, you see a lot more sexual division of labor, when less dimorphism, less division of labor
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Sex differences in play
-aggression |
when see more sex dimorphism also see more aggression difference, less dimorphism= less difference in aggression
(does not mean less aggressive, just less of difference btwn sexes) |
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Sex differences in play
-play behavior |
Primates with more SD in size tend to have more sexual dimorphism in play behavior
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Social Play
Rough and Tumble |
• More common in boys
• Also more frequent, and with more vigor in boys • Physical assault/wrestling occurs 3-6 x in boys -This sex difference in play emerges by age 3 and peaks between 8-10 years at which time boys spend about 10% of their time in this activity By adolescence, physical roughhousing, physical aggression and social dominance begin to emerge Aggressive play is encouraged in societies with intense male-male competition |
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Social Play
Rough and Tumble *Coalition |
Coalitions: Boys 10-11 years of age engage in competitive, group activities 3x that of girls
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Social Play -Play Parenting
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More common in females
Girls universally assigned more child-care tasks, but also seek out and engage in child care, play parenting, and other domestic activities more than same-age boys ex. Infant stealing in primates |
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Social Play -Locomotor/Exploratory
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Sex differences not found as consistently
Boys are generally more active, do more solitary running, have larger ranges than girls |
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Social Play -Object-Oriented Play
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• Boys engage in much more
object-oriented play • Girls more construction play (puzzles, markers, clay, etc.) • Boys play more with inanimate mechanical objects and construction play that involves building |
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Social Play -Sociodramatic Play
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(unique to humans)
Enactment of social episodes • Boys seem to focus more on themes of power, dominance and aggression • Girls seem to focus more on interpersonal relationships |
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Preference for Same-Sex Play Groups
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Formation of same-sex play groups (by age 3) is
one of the most consistent features of play Reason: styles of play and subjects differ boys = physical girls = verbal |
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Sex differences
Bio or culture? ex. Vervet monkeys |
Vervet monkeys
-preferences in males for “masculine” toys -female preference for “feminine” toys -No sex difference in preferences for “neutral” toys |
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Sex differences
Bio or culture? ex. Rhesus macaques |
Male monkeys interacted
significantly less with plush toys relative to females Females showed no clear preference between masculine and feminine toys |
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Sex differences
Bio or culture? ex. humans |
CAH - overactive adrenal gland
-Engaged in more sports than unaffected peers, differences persist into adolescence • Engage in more playful physical games, physical assaults on objects, wrestling, etc. Than unaffected girls • Play with dolls less, more with cars than unaffected girls |
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Skills Developed from Play
Rough-and-Tumble Play |
• Boys develop skills useful in
male-male competition |
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Skills Developed from Play
Object play |
-Boys seem to be better at
using tools to solve problems -Across traditional societies, men work more with tools and many types of materials |
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Skills Developed from Play
Play Parenting |
• Female mammals singularly
involved offspring rearing • Allomothering improves survival of first offspring in non-human primates |
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Sex Differences in Skill Development
Verbal Skills |
Girls
• Talk to adults more • More interested in verbal games • Use longer sentences • Make fewer mistakes • Larger vocabulary • Better comprehension, writing -higher verbal fluency Boys • More dyslexia • More stuttering |
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Sex Differences in Skill Development
Spatial Skills |
Boys
• Manipulate objects more • Figure out how things work • Move objects more • Better at 3-dimensional rotation tasks • Predicting intercepts of moving objects |
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Sex Differences in Skill Development
Math Skills |
-Boys tend to be better at math, overall tend to have higher
math SAT scores and top-level math people tend to be male -Whether the sex difference is significant is debated, however |
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Sex Differences in learning
ex. Birds |
Females
• Learn same # of songs as males • Learn songs faster (1/3 time) • Less versatile later in life • Auditory experience required to learn (not for males) |
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Sex Differences in learning
ex. chimps |
Young female chimpanzees
• Started to termite-fish at younger age than males • More successful than males once they had acquired the skill • Techniques used were similar to their mothers', not so in males • Spent more time watching other individuals perform the task |
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Sex Differences in learning
Evidence from Humans |
ex. Sex-typical finger-length ratios (correlated w/ exposure to androgen as fetus)
• Males did better at mental rotation tasks • Females on verbal fluency -Men and women with less sex-typical finger-length ratios did well on BOTH mental rotation tasks and verbal fluency |
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Social Styles - Males
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• Many low-investment friendships - larger coalitions
• Form larger groups with dominance hierarchies • More often in groups with larger networks |
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Social Styles - Females
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• Form smaller groups, less competitive relationships
• Have few, high quality, intense friendships • More often in dyads • More exclusive Girls and women consistently endorse interactions that are more about equality and no harm |
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Social Styles
Why These Differences |
Current opinion favors an evolutionary perspective of male philopatry and coalition formation, with females competing more for resources than for status, as is seen in chimpanzees
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Influence of Parents? (on social styles)
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Parents seem to treat boys and girls equally except
in sex-typed activities: boys were encouraged to participate in these activities more than girls Regardless of the role model’s sex, boys and girls seem inclined to sex-typed tasks |
