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37 Cards in this Set
- Front
- Back
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What is Sex identity? |
A biological term. A child's sex can be identified by their hormones and chromosomes. This determines whether the child's sex identity is male or female. |
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What is Gender identity? |
A psychological term. A child's gender can be identified by their attitudes and behaviour. This determines whether the child's gender identity is masculine or feminine. |
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What is the Male Hormone called? |
Testosterone. |
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What is the Female hormone called? |
Oestrogen. |
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What is the male sex chromosome? |
XY |
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What is the female sex chromosome? |
XX |
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What is the Phallic stage? |
Freud's third stage of psychosexual development, in which gender development takes place. |
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What is Identification? |
To adopt the attitudes and behaviour of the same-sex parent. |
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What is the Oedipus complex? |
The conflict experienced by a boy in the phallic stage because he unconsciously desires his mother and is jealous of his father. He is afraid his father will castrate him. To resolve the conflict, he gives up feelings for his mum and identifies with his father. |
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Aim and Method of Freud (Little Hans) |
Aim: To investigate Little Hans' phobia. Method: Hans' father wrote to Freud about Hans. At 4, Hans got a phobia of horses biting him or falling down, particularly of large white horses with black around the mouth. Freud analysed. |
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Results and Conclusion of Freud (Little Hans) |
Results: Hans was in the Oedipus complex, unconsciously sexually desiring his mother, seeing his dad as a rival, but displacing the fear on to horses. The white horse was his dad. Bitten = castration, falling down = unconscious desire to see dad dead. Conclusion: Supports Freud's Oedipus complex idea. |
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What is the Electra complex? |
The conflict experienced by a girl because she unconsciously desires her father and is afraid of losing her mother's love. |
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What is Gender Disturbance? |
Not developing the gender identity usually associated with one's sex. |
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Discuss Gender Development in a lone-parent household. |
According to Freud, a child brought up in a lone-parent household will have a poorly developed gender identity as they haven't resolved their Oedipus/Electra complex. |
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Aim and Method of Rekers and Moray |
Aim: To see if there is a relationship between gender disturbance and family background. Method: 46 boys with gender disturbance were rated for gender behaviour and gender identity and family background was checked. |
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Results and Conclusion of Rekers and Moray |
Results: 75% of the most severely gender disturbed boys had no father figure living with them. Conclusion: Boys with no father figure in childhood are more likely to develop gender disturbance. |
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Evaluate the Psychodynamic theory of Gender Development. |
-Difficult to test complexes, etc. as they're unconscious. -Although there was a rise in lone-parent households, no increase in gay population as Freud said would happen. -Little evidence for complexes, as Freud only studied one child. |
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What is Social Learning theory of Gender Development? |
Social learning theorists believe that gender is learnt from watching and copying the behaviour of others. |
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What are the three processes involved in social learning theory of gender development? |
-Modelling -Imitation -Vicarious Reinforcement |
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What is modelling? |
A role model provides an example for the child. |
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What is Imitation? |
Copying the behaviour of a model. |
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What is Vicarious Reinforcement? |
Learning from the model's being either rewarded or punished. |
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Aim and Method of Perry and Bussey. |
Aim: To show that children imitate behaviour carried out by same-sex role models. Method: Children watched films of role models doing unfamiliar activities. In condition 1, all male role models did one activity, all female role models did the other. In condition 2, male and female role models did either activity. Then, they got to choose an activity to do. |
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Results and Conclusion of Perry and Bussey. |
Results: In condition 1, children did what same-sex role models did. In condition 2, children played with either toy. Conclusion: In an unfamiliar situation, children observe same-sex role model behaviour and imitate this behaviour. |
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What is Media? |
Means of communication- TV, radio, internet, etc. are all examples of media. |
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Aim and Method of Williams (Canada kids) |
Aim: To see the effects of television on the gender development of children. Method: In 1975, a town in Canada was provided with TV for the first time, while other towns already had TV. Attitudes of children were measured at the beginning and 2 years later. |
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Results and Conclusion of Williams. |
Results: The children were more sex stereotyped in attitudes and behaviour two years later. Conclusion: Gender is learnt by imitating attitudes and behaviour seen on television. |
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Evaluate Social Learning theory of gender development. |
-Well supported by research. -Doesn't explain why lone-parent kids develop gender like normal. -Doesn't explain why same-sex siblings from one household can behave differently. -Believes gender is learnt therefore ignores biological differences between genders. |
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What are Gender Stereotypes? |
Believing that all males are similar and all females are similar. |
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What is a Gender Schema? |
A mental building block of knowledge that contains information about each gender. |
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Aim and Method of Martin (male and female characters/toys) |
Aim: To show children's understanding of gender becomes less stereotyped with age. Method: Kids heard stories about male and female characters' favourite toys. Some liked gender-stereotyped activities, some liked non-gender-stereotyped activities. They then predicted which toy each character liked/didn't like. |
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Results and Conclusion of Martin (male and female characters/toys) |
Results: Younger kids chose only based on sex of character, whereas older kids chose based on sex /and/ other toys that character liked. Conclusion: Older children have a more flexible view of gender. |
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What is Gender Role? |
Behaviour seen as masculine or feminine by a particular culture. |
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What does highly gender schematised mean? |
Where gender is an important way of thinking about he world so information is organised according to what is gender appropriate/inappropriate. |
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Aim and method of Levy and Carter (highly gender schematised) |
Aim: To show individual differences in the way children think about gender. Method: children saw pictures of 2 toys and chose their favourite. Sometimes both toys were stereotypically masculine, sometimes both toys were stereotypically feminine and sometimes one was masculine and one feminine. The kids were either high or low gender schematised. |
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Results and Conclusion of Levy and Carter |
Results: Highly gender schematised children chose quickly between two different gender toys, however took longer choosing between two of the same gender. Less gender schematised kids chose on basis of personal preference, so took them equal amounts of times on any picture. Conclusion: Highly gender schematised kids choose toys on basis of sex, less gender schematised kids chose based on personal preference. |
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Evaluate the Gender Schema Theory of Gender Development. |
-Seen as most detailed and thorough theory. -Well supported. -Fits with our experience= 'intuitive appeal' -doesn't explain why some kids are less gender schematised -doesn't explain why gender develops at 2 -doesn't explain why kids choose same-sex friends/toys before correctly identifying themselves. |
