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101 Cards in this Set
- Front
- Back
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WHAT IS A THEORY
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. important because they give researchers a way to explain their findings and serves as a guide for drawing hypotheses
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HYPOTHESIS
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Hypotheses are predictions (guesses) about the outcome of a study
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LIST FOUR TYPES OF THEORY
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PSYCHODYNAMIC
SOCIAL LEARNING COGNITIVR DEVELOPMENT GENDER SCHEMA |
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THEORY
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– A SET OF IDEALS ABOUT HOW AND WHY THINGS HAPPENED
•STEMS FROM A SET OF OBJECTIONS •PERMITS ONE TO TEST HYPOTHESES |
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PSYCHODYNAMIC
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SAY THAT ALL INDIVIDUALS DEVELOP GENDER IDENTITY THROUGH A PROCESS OF IDENTIFICATION
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SOCIAL LEARNING
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CHILDREN LEARN GENDER ROLES BY OBSERVING EACH OTHER
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COGNITVE THEORY
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CHILDREN USE GENDER SCHEMAS TO VIEW THE WORLD AND THEY DEVELOP RULES ABOUT WHAT IS APPROPRIATE FOR MALES OR FEMALES
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IDENTIFICATION
A CONCEPT OF FREUDIAN BASED THEORY OF GENDER SOCIALIZATION |
THEORIZES THAT BOYS AND GIRLS BEGIN TO UNCONSCIOUSLY MODEL THEIR BEHAVIOR AFTER THEIR SAM-SEX PARENT IN AN EFFORT TO RESOLVE THEIR GENDER IDENTITY COMPLEXES
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OTHER PROBLEMS
FREUD’S THEORY |
IS A POOR SCIENTIFIC THEORY BECAUSE IT IS NOT FALSIFIABLE
IT IS NOT POSSIBLE TO COLLECT DATA THAT WOULD INVALIDATE THE THORY MAKES IT GREAT FOR ARGUMENTS BUT BAD FOR SCIENCE |
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FEMINIST PSYCHODYNAMIC THEORIES
TWO |
• NANCY CHORDOROW’S EMPHASIS ON MOTHERING – THE REPRODUCTION OF MOTHERING(A BOOK WRITTEN BY HER)
• ELLEN KASCHAK’S ANTIGONE COMPLEX |
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•NANCY CHORDOROW’S
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EMPHASIS ON MOTHERING – THE REPRODUCTION OF MOTHERING(A BOOK WRITTEN BY HER)
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WHAT DID CHODOROW: EMPHASIS ON MOTHERING
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•REPLACED THE FREUDIAN EMPHASIS ON THE OEDIPAL CONFLICT
• HIGHLIGHT ON THE PRE-OEDIPAL PERIOD • CONCENTRATING ON THE MOTHER-INFANT RELATIONSHIP • BOYS’ AND GIRLS’ DIFFERENT EXPERIENCE EXPERIENCES •SEPARATING THEMSELVES FROM THEIR MOTHER BOYS HAVING TO STRIVE FOR SEPARATON GIRLS NEITHER STRIVING FOR NOR ATTAINING THE SAME LEVEL OF SEPARATION |
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FREUD’S THEORY IS A POOR SCIENTIFIC THEORY BECAUSE
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IT IS NOT FALSIFIABLE
IT IS NOT POSSIBLE TO COLLECT DATA THAT WOULD INVALIDATE THE THORY MAKES IT GREAT FOR ARGUMENTS BUT BAD FOR SCIENCE |
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FREUDS VIEW OF WOMEN
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SOURCES OF CONTROVERY
THEORIES WORK BETTER FOR MEN WOMEN ARE CONSIDERED INFERIOR |
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KASCHAK’S ANTIGONE PHASE
PSYCHODYNAMIC….. |
BUT
FEMAINIST • OEDIPUS SYMBOLIZES POWER AND ENTITLEMENT • ANTIGONE SYMBOLIZES WOMEN’S SELF-SACRIFICE • MENS RIGHTS HISTORICALLY PERPETUATED BY SOCIETY SO MEN NEVER GET OVER IT (THIS SLIDE HAD PICTURE OF “THE GOOD DAUGHTER”) |
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ALL PSYCHODYNAMIC THEORIES
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SAY THAT ALL INDIVIDUALS DEVELOP GENDER IDENTITY THROUGH A PROCESS OF IDENTIFICATION
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SOCIAL LEARNING THEORY
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AN EXTENSION OF OPERANT CONDITIONING, WHICH RELIES ON REINFORCEMENT AND PUNISHMENT
• SOCIAL LEARNING THEORY ADDS THE CONCEPT OF MODELING – LEARNING THROUGH OBSERVING OTHERS RATHER THAN THROUGH REINFORCEMENT AND PUNISHMENT |
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SOCIAL LEARNING THEORY ADDS THE CONCEPT OF MODELING –
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LEARNING THROUGH
OBSERVING OTHERS RATHER THAN THROUGH REINFORCEMENT AND PUNISHMENT |
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COGNITIVE DEVELOPMENT THEORY
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EMPASIZES THE COGNITIVE ASPECTS OF DEVELOPMENT
DEVELOPING GENDER IDENTITY IS PART OF THE GENERAL PROCESS OF COGNITIVE DEVELOPMENT AS DESCRIBED BY PIAGET |
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COGNITIVE DEVELOPMENT
PROCEEDS |
THROUGH STAGES
CHILDREN IN THE EARLIER STAGES (BEFORE ABOUT AGE 7) ARE LIMITED IN TERMS OF ABSTRACT THOUGHT AND HOW THEY CAN CONCEPTUALIZE DIFFERENT ASPECTS OF A SITUATION |
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GENDER SCHEMA THEORY
SLIDE SLIDE |
IS AN EXTENSION OF COGNITIVE DEVELOPMENTAL THEORY
SLIDE |
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A SCHEMA
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IS A COGNITIVE STRUCTURE THAT ORGANIZES AND GUIDES PERCEPTION
(THE TERM COMES FROM PIAGET’S THEORY) |
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GENDER SCHEMA THEORY
HYPOTHISIZES |
THAT CHILDREN DEVELOP A SCHEMA FOR GENDER
• THE COGNITIVE STRUCTURE THAT ORGANIZES AND GUIDES PERCEPTION • MORE COMPORTANT TO IDENTITY THAN OTHER SCHEMA |
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GENDER SCHEMA THEORY
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• GENDER-RELATED BEHAVIORS APPEAR
• AS A RESULT OF GENERAL COGNITIVE DEVELOPMENT • DUE TO ADOPTION OF SPECIFIC SCHEMATA RELATED TO GENDER |
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CHILDREN DEVELOP A CONCEPT OF GENDER
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• WHEN THEY DO, IT CHANGES THE WAY THEY THINK
IN TERMS OF THEIR OWN GENDER IN TERMS OF HOW THEY PROCESS INFORMATION ABOUT THE WORLD |
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Phallic stage
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the focus of a child's pleasure relates to genital sexuality
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Oedipal conflict
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boys begin to develop sexual interests in their mothers and view their fathers as rivals
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Castration anxiety E.
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the type of retaliation boys fear will occur from their rivalry with their father
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IDENTIFICATION
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A. the process in which children attempt to be similar to their same-sex parent
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PENIS ENVY
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this occurs because of girls' sexual attraction toward their fathers
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LIST 5 PSYCHODYNAMIC PERSPECTIVE ON GENDER IDENTITY
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PHALLIC STAGE
OEDIAPAL CONFLICT CASTRATION ANXIETY DENTIFICATION PENIS ENVY |
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Gender identity
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A. the perception of oneself as male or female
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Gender schema
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B. a cognitive framework that organizes information relevant to gender
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Gender constancy
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D. the belief that people are permanently male or female depending on biological factors
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ANDROGYNOUS
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depending on biological factors C. a state in which gender roles encompass characteristics thought typical of both sexes
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LIST FOUR COGNITIVE PPROACHES TO GENDER IDENTITY
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GENER IDENTITY
GENDER SCHEMA GEDER CONSTANCY ANDROGYNOUS |
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LIST FOUR APPROACHES TO GENDER DEVELOPMENT
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BIOLOGICAL
PSYCHODYNAMIC SOCIAL LEARNING COGNITIVE |
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Freud’s view of Gender Identity Development begins
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with the passage through a series of psychosexual states, including the oral, anal, and phallic
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. During the phallic stage, boys experiencing the
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Oedipus complex and a growing attraction to their mother and hostility for their father.
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During the phallic stage, boys experiencing the Oedipus complex and a growing attraction to their mother and hostility for their father.
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1. These feelings result in castration anxiety in which boys fear that they would lose their penis
2. Girls believe that they have already been castrated and feel inferior due to their lack of penis 3. To resolve the Oedipus complex, both boys and girls must stop pursuing their other-gender parent and identify with the same- gender parent. |
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FREUD VIEW OF WOMEN
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Freud and Women have been the subject of continuing controversy. Freud’s theory was biased against women, and he was accused of sexism by his female colleagues, but he never changed his theory so that women were viewed more positively.
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Karen Horney
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2) Karen Horney devised a psychodynamic theory of personality development that was not sexist. She fled to United States during WW Two.
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CONTEMPORARY PSYCHOANALYTIC THEORIES OF PERSONALITY
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DEVELOPMENT – NANCY CHARDOROW
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Nancy Chodorow
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emphasis on mothering -----Reproduction of Mothering
Chodorow: Emphasis on mothering ---Replaced the Freudian emphasis on the oedipal conflict |
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CHARD ROW'S EMPHASIS ON MOTHERING REPLACES
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A)THE FREUDIAN EMPHASIS ON THE TRAUMA OF THE OEDIPAL PERIOD ON THE PRE-OEDIPAL PERIOD
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CHARDROW
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A) CHARD ROW'S EMPHASIS ON MOTHERING REPLACES THE FREUDIAN EMPHASIS ON THE TRAUMA OF THE OEDIPAL PERIOD ON THE PRE-OEDIPAL PERIOD
B) CONCENTRATES ON THE MOTHER-INFANT RELATIONSHIP CHODOROW HYPOTHESIZED THAT BOYS AND GIRLS HAVE DIFFERENT EXPERIENCES IN SEPARATING THEMSELVES FROM THEIR MOTHER, |
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CHARDOW
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Emphasis on mothering
---Replaced the Freudian emphasis on the oedipal conflict ---Highlight on the pre-Oedipal period, Concentrating on the mother-infant relationship Boys and girls different experience Boys having to strive for separation Girls neither striving for nor attaining the same level of separation |
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D) KASCHAK’S ANTIGONE PHRASE
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ANTIGONE PHRASE
1) EXTENDS THE OEDIPUS ANALOGY, USING ANTIGONE AS THE DUTIFUL DAUGHTER 2) ARGUES THAT WOMEN MUST RESOLVE THIS COMPLEX (AS MEN MUST RESOLVE THE OEDIPUS COMPLEX) OR THEY WILL NEVER BE INDEPENDENT BEINGS BUT WILL REMAIN SUBSERVIENT TO MEN |
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Ellyn Kaschak’s Antigon complex
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Psychodynamic But feminist
Oedipus symbolizes power and entitlement Antigone symbolizes women’s self-sacrifice Men’s rights Historically perpetuated by society So men never get over it Believe that you can resolve this phases |
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All psychodynamic theories
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Say that individuals develop gender identity through a process of identification with parent |
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Social Learning Theory
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Social Learning Theory
An extension of operant conditioning, which relies on reinforcement and punishment Today gender socialization begins even before a child is born |
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Social learning theory adds
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Social learning theory adds the concept of modeling—learning through observing others rather than through reinforcement and punishment (Bandu)
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Today gender socialization begins
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Today gender socialization begins even before a child is born
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D. SOCIAL LEARNING THEORY EXPLAINS GENDER DEVELOPMENT
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D. SOCIAL LEARNING THEORY EXPLAINS GENDER DEVELOPMENT IN TERMS OF LEARNING
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FOUR PRINCIPALS
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1. 1. BASED ON THE CONCEPTS OF OPERANT CONDITIONING REINFORCEMENT AND
PUNISHMENT 2. SOCIAL LEARNING THEORY ADDS OBERVATIONAL LEARNING, MODELING AND IMITATION 3. BANDURA HYPOTHESIZED THAT CHILDREN OBSERVE MANY GENDER-RELATED BEHAVIOR FROM A WIDE VARIETY OF MODELS AND COME TO EXHIBIT APPROPRIATE GENDER-RELATED BEHAVIORS AS A RESULT OF THEIR OBSERVATION AND MODELING 4. CHILDREN RECEIVE REINFORCEMENT AND PUNISHMENTS FOR THEIR GENDER- RELATED BEHAVIORS |
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BANDURA HYPOTHESIZED THAT
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3. BANDURA HYPOTHESIZED THAT CHILDREN OBSERVE MANY GENDER-RELATED
BEHAVIOR FROM A WIDE VARIETY OF MODELS AND COME TO EXHIBIT APPROPRIATE GENDER-RELATED BEHAVIORS AS A RESULT OF THEIR OBSERVATION AND MODELING |
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4. CHILDREN RECEIVE REINFORCEMENT AND PUNISHMENTS FOR THEIR GENDER-
RELATED BEHAVIORS |
A) BOYS ARE MORE LIKELY THAN GIRLS TO BE PUNISHED FOR CROSS –
B) GENDER BEHAVIORS C) ALL CHILDREN RECEIVE MESSAGES ABOUT WHAT IS APPROPRIATE AND WHAT IS NOT D) CHILDREN HAVE THOUSANDS OF OPPORTUNITIES TO OBSERVE GENDER-RELATED BEHAVIORS 1) NOT ONLY IN THEIR FAMILIES 2) TELEVISION IS EVERYWHERE AND SENDS MANY GENDERED MESSAGES D) COGNITIVE DEVELOPMENTAL T |
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COGNITIVE DEVELOPMENTAL THEORY VIEWS
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COGNITIVE DEVELOPMENTAL THEORY VIEWS THE ACQUISITION OF GENDER-RELATED BEHAVIORS AS PART OF CHILDREN’S GENERAL COGNITIVE DEVELOPMENT
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COGNITIVE DEVELOPMENTAL THEORY
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) BASED ON PIAGET’S THEORY OF COGNITIVE DEVELOPMENT, WHICH EMPHASIZES HOW CHILDREN COME TO UNDERSTAND THE WORLD
2) DEVELOPING GENDER-IDENTITY IS A COGNITIVE PROCESS |
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GENDER SCHEMA THOERY HYPOTHESIZES
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GENDER SCHEMA THOERY HYPOTHESIZES THAT GENDER IDENTITY DEVELOPMENT IS NOT PART
OF GENERAL COGNITIVE DEVELOPMENT BUT S SPECIAL CASE |
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GENDER SCHEMA THOERY
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1) CHILDREN DEVELOP A SCHEMA FOR GENDER, A COGNITIVE STRUCTURE THAT ORGANIZES AND GUIDES PERCEPTION
2) CHILDREN COME TO UNDERSTAND AS MASCULINITY AND FEMININITY AND THEY ATTEND TO COME TO BEHAVE IN WAYS CONSISTENT WITH THEIR SCHEMA GENDER SCHEMATA INFLUENCE INFORMATION PROCESSING MEMORY AND ATTITUDES WHICH LEADS TO GENDER STEREOTYPING |
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GENDER DEVELOPMENT
IN PSYCHO DYNAMIC GENDER DIFFERENCES DEVLEOP THROUGH |
EARLY CHILDHOOD WITH INTERACTIONS WITH PARENTS
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GENDER DEVELOPMENT
SOCIAL LEARNINGGENDER DIFFERENCES DEVLEOP THROUGH |
REINFORCEMENT AND OBSERAATION OF MODELS
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GENDER DEVELOPMENT
COGNITIVE DEVELOPMENTAL GENDER DIFFERENCES DEVLEOP THROUGH |
GENERAL COGNITIVE DEVELOPMENT ESPECIALLY GENDER CONSTANCY
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GENDER DEVELOPMENT
GENDER SCHEMA GENDER DIFFERENCES DEVLEOP THROUGH |
DEVELOPMENT GENDER SPECIFIC TO SCHEMATA
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GENDER DEVELOPMENT
IN PSYCHO DYNAMIC CHILDRENS PARTICIPATION |
PASSIVELY MOVING THROUGH THE STAGES
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GENDER DEVELOPMENT
SOCIAL LEARNINGGENDER CHILDRENS PARTICIPATION |
CHOOSES WHICH MODELS TO IMITATE
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GENDER DEVELOPMENT
GENDER SCHEMA CHILDRENS PARTICIPATION |
ORGANIZEING INFORMATION ABOUT PHYSICAL WORLD
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GENDER DEVELOPMENT
GENDER SCHEMA CHILDRENS PARTICIPATION |
DEVELOPS SCHEMATAT SPECIFIC TO GENDER
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GENDER DEVELOPMENT
BEGINS PSYCHODYNAMIC |
OEDIPAL PERIOD FREUD
DURING PRE-OEDIPAL PERIOD CHODOROW |
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GENDER DEVELOPMENT
BEGINS SOCIAL LEARNING THEORY |
GENDER DEVELOPMENT
SOCIAL LEARNING THEORY AS SOON AS CULTURE EMPHASIZED IT USUALLY DURING INFANCY |
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GENDER DEVELOPMENT
BEGINS COGNITIVE COGNITIVE THEORY |
PRESCHOOL YEARS
GENDER DEVELOPMENT BEGINS COGNITIVE THEORY |
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GENDER DEVELOPMENT
BEGINS GENDER SCHEMA THEORY |
PRESCHOOL YEARS
GENDER DEVELOPMENT BEGINS GENDER SCHEMA THEORY |
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GENDER DEVELOPMENT
PSYCHODYNAMIC PROCEEDS |
GENDER DEVELOPMENT
PSYCHODYNAMIC PROCEEDS THROUGH RESOLUTION OF OEDIPUS COMPLEX THUR IDENTIFICATION WITH OR SEPERATION FROM MOTHER CHODOROW |
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GENDER DEVELOPMENT
SOCIAL LEARNING THEORY PROCEEDS PROCEEDS |
GENDER DEVELOPMENT
SOCIAL LEARNING THEORY PROCEEDS GRADFUALLY BECOMING MORE LIKE ADULT KNOWLEDGE |
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GENDER DEVELOPMENT
COGNITIVE PROCEEDS |
GENDER DEVELOPMENT
COGNITIVE PROCEEDS THROUGH A SERIES OF STAGES |
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GENDER DEVELOPMENT
GENDER SCHEMA PROCEEDS |
GENDER DEVELOPMENT
GENDER SCHEMA PROCEEDS THROUGH DEVELOPMENT OF SCHEMATA |
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GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC |
GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC WITH IDENTIFICATION WITH SAME SEX PARENT |
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GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC |
GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC WITH IDENTIFICATION WITH SAME SEX PARENT |
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GENDER DEVELOPMENT
FINSHES SOCIAL LEARNING |
DURING ADULTHOOD IF AT ALLL
GENDER DEVELOPMENT FINSHES SOCIAL LEARNING |
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GENDER DEVELOPMENT
FINSHES SOCIAL LEARNING |
DURING ADULTHOOD IF AT ALLL
GENDER DEVELOPMENT FINSHES SOCIAL LEARNING |
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GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT |
GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT DURING LATE CHILDHOOD OR PREADOLESCENCE |
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GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT |
GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT DURING LATE CHILDHOOD OR PREADOLESCENCE |
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GENDER DEVELOPMENT
FINSHES GENDER SCHEMA |
GENDER DEVELOPMENT
FINSHES GENDER SCHEMA DURING LATE CHILDHOOD |
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PSYCHODEVLOPMENT
GIRLS AND BOYS |
GIRLS AND BOYS
PSYCHODEVELOPMENT DEVLOP DIFFERENT PERSONALITIES GIRLS INFERIORK BOYS HAVE DIFFICUT TIME SEPERATING FROM MOM CHODOROW |
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GENDER DEVELOPMENT
FINSHES GENDER SCHEMA |
GENDER DEVELOPMENT
FINSHES GENDER SCHEMA DURING LATE CHILDHOOD |
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GIRLS AND BOYS
SOCIAL LEARNING |
GIRLS AND BOYS
SOCIAL LEARNING MSY DEVELOP GENDER DKNOWLEDGE AS WELL AS DIFFERENT GENDER REALTED BEHAVIORS |
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PSYCHODEVLOPMENT
GIRLS AND BOYS |
GIRLS AND BOYS
PSYCHODEVELOPMENT DEVLOP DIFFERENT PERSONALITIES GIRLS INFERIORK BOYS HAVE DIFFICUT TIME SEPERATING FROM MOM CHODOROW |
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GIRLS AND BOYS
COGNITVE DEVLELPMENT |
GIRLS AND BOYS
COGNITIVE DEVELOPMENT DEVELOP SIMILAR COGNITIVE UNDERSTANDING OF GENDER |
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GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC |
GENDER DEVELOPMENT
FINISHES PSCYHO DYNAMIC WITH IDENTIFICATION WITH SAME SEX PARENT |
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GIRLS AND BOYS
SOCIAL LEARNING |
GIRLS AND BOYS
SOCIAL LEARNING MSY DEVELOP GENDER DKNOWLEDGE AS WELL AS DIFFERENT GENDER REALTED BEHAVIORS |
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GIRLS AND BOYS
GENDER SCHEMA |
GIRLS AND BOYS GEMDER SCHEMA
MAY DEVLOP DIFFERENT STRUCTURES AND SCHEMATA DEPENDING ON PARENTS AND FAMILY PATTERNS |
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GIRLS AND BOYS
COGNITVE DEVLELPMENT |
GIRLS AND BOYS
COGNITIVE DEVELOPMENT DEVELOP SIMILAR COGNITIVE UNDERSTANDING OF GENDER |
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GENDER DEVELOPMENT
FINSHES SOCIAL LEARNING |
DURING ADULTHOOD IF AT ALLL
GENDER DEVELOPMENT FINSHES SOCIAL LEARNING |
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GIRLS AND BOYS
GENDER SCHEMA |
GIRLS AND BOYS GEMDER SCHEMA
MAY DEVLOP DIFFERENT STRUCTURES AND SCHEMATA DEPENDING ON PARENTS AND FAMILY PATTERNS |
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GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT |
GENDER DEVELOPMENT
FINSHES COGNITIVE DEVELOPMENT DURING LATE CHILDHOOD OR PREADOLESCENCE |
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GENDER DEVELOPMENT
FINSHES GENDER SCHEMA |
GENDER DEVELOPMENT
FINSHES GENDER SCHEMA DURING LATE CHILDHOOD |
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PSYCHODEVLOPMENT
GIRLS AND BOYS |
GIRLS AND BOYS
PSYCHODEVELOPMENT DEVLOP DIFFERENT PERSONALITIES GIRLS INFERIORK BOYS HAVE DIFFICUT TIME SEPERATING FROM MOM CHODOROW |
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GIRLS AND BOYS
SOCIAL LEARNING |
GIRLS AND BOYS
SOCIAL LEARNING MSY DEVELOP GENDER DKNOWLEDGE AS WELL AS DIFFERENT GENDER REALTED BEHAVIORS |
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GIRLS AND BOYS
COGNITVE DEVLELPMENT |
GIRLS AND BOYS
COGNITIVE DEVELOPMENT DEVELOP SIMILAR COGNITIVE UNDERSTANDING OF GENDER |
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GIRLS AND BOYS
GENDER SCHEMA |
GIRLS AND BOYS GEMDER SCHEMA
MAY DEVLOP DIFFERENT STRUCTURES AND SCHEMATA DEPENDING ON PARENTS AND FAMILY PATTERNS |
