Acquisition of sex-typed preferences in preschool-aged children.

Edelbrock, Craig; Sugawara, Alan I.

doi:10.1037/0012-1649.14.6.614

Cited by 140 publications

(115 citation statements)

References 18 publications

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“…The list generated by our research could add breadth to the Bem Sex-Role Inventory and could be further refined for other clinical assessments related to gender identity and personality. Edelbrock and Sugawara (1978) and Kail and Levine (1976) created very limited pools of gender-specific traits as assessed by young children. In a more expansive fashion, by administering the list presented in this article to different age groups, developmental psychologists could broaden their understanding of the development of gender stereotyping.…”

Section: Discussionmentioning

confidence: 99%

“…Although some investigators have compiled lists of gender-specific items and behaviors (Bem, 1974;Blair & Banaji, 1996;Carreiras, Garnham, Oakhill, & Cain, 1996;Edelbrock & Sugawara, 1978), these lists lack the scope necessary for the research methodology of memory testing. Between these studies, fewer than 50 words have been identified as stereotypically male, female, or gender neutral.…”

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confidence: 99%

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Champagne, beer, or coffee? A corpus of gender-related and neutral words

Crawford

Leynes

Mayhorn

et al. 2004

Behavior Research Methods, Instruments, & Computers

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A list of gender-related and gender-neutral words for use in testing gender stereotyping and memory was created and evaluated. Words were rated by samples of undergraduates at universities located in the northeast, southeast, and south-central United States. A substantial list of masculine, feminine, and gender-neutral words was identified. These lists allow researchers to construct large lists of genderassociated words while being able to control for extraneous variables, such as word frequency and word length. In addition, the high reliability across the samples suggests that gender ratings are a fairly stable phenomenon. Applications for this list are discussed. The word lists presented in Tables 1-3 and the raw data analyzed in this article may be downloaded from www.psychonomic.org/archive/. GENDER-RELATED WORDS 445cation of brain-imaging technology. All of the current brain-imagining methods (e.g., f MRI, PET, ERP) require many trials to extract memory-related brain activity from ongoing brain activity (see Gazzaniga, Ivry, & Mangun, 2002). Therefore, the goal of the present investigation was to compile an extensive database of gender-related and gender-neutral words that would allow researchers to select stimuli for almost any memory research application. METHOD ParticipantsThe survey was completed by an initial sample of 177 undergraduates (56 males, 121 females) from the College of New Jersey. The results of this initial sample were compared with two additional samples of students from different geographic regions in the United States, to assess the generalizability of the results. Thus, a sample of 98 undergraduates (50 males, 48 females) attending North Carolina State University and 81 undergraduates (24 males, 57 females) attending the University of North Texas also completed the survey. ProcedureDue to the lack of a preexisting database, a list of gender-related and gender-neutral words was developed on the basis of face validity and previous lists from the literature. Words in these lists were carefully selected to include various parts of speech (e.g., nouns, verbs, and adjectives). These items were pilot tested to confirm the researchers' initial assessment of the gender association of each word and to create word lists that were very similar in word frequency (Kučera & Francis, 1967) and length. A list of 124 masculine (frequency, M ϭ 38.00 occurrences/million, range ϭ 1-464; length, M ϭ 6.79 letters, range ϭ 3-12 letters), 124 feminine (frequency, M ϭ 25.07, range ϭ 1-232; length, M ϭ 7.00, range ϭ 3-13), and 352 neutral (frequency, M ϭ 47.85, range ϭ 1-442; length, M ϭ 6.14, range ϭ 3-12 ) words was refined through several pilot-testing sessions. The formal survey used in this study was created by randomly ordering these items. The participants were informed that the purpose of this survey was to determine the gender association of a list of words. To complete the survey, the participants rated each item on a Likert

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Champagne, beer, or coffee? A corpus of gender-related and neutral words

Crawford

Leynes

Mayhorn

et al. 2004

Behavior Research Methods, Instruments, & Computers

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show abstract

“…Unfortunately, many tests of the relation between knowledge and preferences involve measures in which the attractiveness of items is not equated or taken into account. For example, many studies used the Sex Role Learning Inventory (Edelbrock & Sugawara, 1978), a measure that includes chores such as ironing and sweeping that could potentially dilute the relationship because of their unpleasant quality. In addition, children's motivations (e.g., how important it is for them to appear feminine) and attitudes (e.g., how strongly they believe that males and females should behave differently) also affect the link between knowledge and behavior (Signorella, Bigler, & Liben, 1993).…”

Section: Gender Stereotype Knowledge As An Organizer Of Gender Develomentioning

confidence: 99%

Cognitive theories of early gender development.

Martin¹,

Ruble

Szkrybalo

2002

Psychological Bulletin

528

514

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The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the sexes and learn the attributes correlated with sex. The essence of cognitive approaches-emphasis on motivational consequences of gender concepts; the active, self-initiated view of development; and focus on developmental patterns-is highlighted and contrasted with social-cognitive views. The value of cognitive theories to the field is illustrated, and recommendations are made concerning how to construct comprehensive, integrative perspectives of gender development.How individuals develop a "gendered" self and gender-typed differentiation has intrigued researchers of human behavior for as long as social development has been a field of empirical study. Initially, observations of clear gender typing in children as young as 5 years old led researchers to examine how socialization processes in the home might contribute to this early acquisition of gender-linked behavior (e.g., Sears, Maccoby, & Levin, 1957). In 1966, several important theories of gender development, including Kohlberg's cognitive-developmental approach and Mischel's social learning approach, were outlined in Maccoby's book on the development of sex differences. In the mid-1970s, a groundbreaking book by Maccoby and Jacklin (1974) broadened the discussion about the etiology of sex differences and gender typing and questioned the significance of socialization processes, thereby invigorating the field and generating considerable controversy. In the 1980s, Huston (1983Huston ( , 1985 called for researchers to develop a more integrative, comprehensive approach to the study of gender development. This integration was to include consideration of the many facets of gender that needed investigation, such as concepts, identity, preferences, and behavior, as well as a wide variety of factors that influence the development of these facets, including biology, cognitions, and social influences. This idea resonated with gender researchers and has been a driving force in the field ever since, leading to an expansion of theoretical approaches and the inclusion of multiple measures in empirical studies.Recently, Bussey and Bandura (1999) presented a socialcognitive theory (SCT) of gender development and differentiation. This theory represents a particular view of how gender-related behavior is acquired and maintained, based on contemporary social learning theory (Bandura, 1986). Because the theory has now integrated cognitive constructs and makes reference to biological underpinnings and sociostructural factors, Bussey and Bandura described their theory as comprehensive and integrative, consistent with Huston's (1983) proposal,...

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“…Ashton, 1983;Caldera et al, 1989;Carpenter & Huston-Stein, 1980;Connor & Serbin, 1977;Eisenberg et al, 1982;Fagot, Leinbach, & Hagan, 1986;Fein et al, 1975;Karpoe & Olney, 1983;Lamb & Roopnarine, 1979;Leinbach & Hort, 1989;Maccoby & Jacklin, 1974;Martin et al, 1990;Miller, 1987;O'Brien & Huston, 1985;Pomerleau et al, 1990;Weinraub, Clemens, Sockloff, Ethridge, Gracely, & Myers, 1984Coury & Wolfgang, 1984Edelbrock & Sugawara, 1978;Lamb & Roopnarine, 1979;Leinbach & Hort, 1989;Martin, 1989;Martin et al, 1990;Pomerleau et al, 1990;Rheingold & Cook, 1975 carpenter & Huston-Stein, 1980;Coury & Wolfgang, 1984;Edelbrock & Sugawara, 1978;Eisenberg et al, 1982;Fein et al, 1975;FisherThompson, 1990;Maccoby & Jacklin, 1974;Martin et al, 1990;Miller, 1987;O'Brien & Huston, 1985;Pomerleau et al, 1990;Schau et al, 1980;Weinraub et al, 1984…”

Section: Methodsunclassified

Adult student perceptions of traditionally sex-typed toys

Jackson¹

2000

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Acquisition of sex-typed preferences in preschool-aged children.

Cited by 140 publications

References 18 publications

Champagne, beer, or coffee? A corpus of gender-related and neutral words

Champagne, beer, or coffee? A corpus of gender-related and neutral words

Cognitive theories of early gender development.

Adult student perceptions of traditionally sex-typed toys

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