A Revised Conception of Masculine-Feminine Differences in Play Activities

Rosenberg, B. G.; Sutton‐Smith, Brian

doi:10.1080/00221325.1960.10534287

Cited by 58 publications

(23 citation statements)

References 3 publications

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“…There were no sex differences in the number of terms listed for "cigarettes," "alcohol ," and "girls." Rosenberg and Sutton-Smith (1960) reported a study similar to the one presented here, but with younger children, 9 to 11 years old. They presented their 187 subjects with a list of 18 1 games and asked them to check only those games that they had played.…”

supporting

confidence: 70%

“…First, a developmental perspective requires a comparison of the present findings with studies of sex typed activities among preschool and elementary school children, which are extensive (e.g., Juni, Rahamim, & Brannon, 1985;Nicholas & McGinley, 1985;Smetana, 1986). Some male-female differences have been found in either the actual play (Clark, Wyon, & Richards, 1969;Fagot & Patterson, 1969;Jacklin, DiPietro, & Maccoby, 1984;Klein & Bates, 1980;Parten, 1933;Rosenberg & Sutton-Smith, 1960) or the expressed play preferences of children (Fauls & Smith, 1956;Frasher, Nurss, & Brogan, 1980;Maw & Maw, 1965;Pitcher & Schultz, 1983). Maccoby and Jacklin (1974) presented a comprehensive summary of the findings on sex typed behaviors and characteristics among children.…”

Section: Discussionmentioning

confidence: 85%

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Differentiation of Adolescent Activity Participation

Rekers

Sanders

Strauss

et al. 1989

The Journal of Genetic Psychology

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The sex typing or lack of it among 133 adolescent activities was investigated. Twenty-seven percent (32) of the activities on an Adolescent Activity Questionnaire showed very clear participation differences for male and female adolescents (11 to 18 years old). The initial two factors extracted in a principal components factor analysis were easily interpreted as feminine and masculine activities. Discriminant function analysis of 15 items from the first three factors yielded an 8-item function on the basis of which every sample member was correctly classified as male or female. Masculine activities included more sports-related activities and activities dealing with mechanics and building, whereas feminine activities were domestic in nature and included more sedentary activities (e.g., reading, writing in diaries).

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supporting

confidence: 70%

Section: Discussionmentioning

confidence: 85%

Differentiation of Adolescent Activity Participation

Rekers

Sanders

Strauss

et al. 1989

The Journal of Genetic Psychology

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show abstract

“…When the arrows and balloons fantasy was first introduced in Condition 5, the girls liked it less than the previous condition, though this difference was not statistically significant. Rosenberg and Sutton-Smith (1960) in a study of sex differences in children's game preferences found that boys (age 9-1 1) liked games that involved propelling objects through space (including darts), and girls did not. Also, Maccoby and Jacklin (1974) found convincing evidence that boys are more aggressive than girls.…”

Section: Discussionmentioning

confidence: 99%

Toward a theory of intrinsically motivating instruction

MALONE¹

1981

Cognitive Science

588

689

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First, a number of previous theories of intrinsic motivation are reviewed.Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background. a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested thot cognitive curiosity can be aroused by making learners believe their knbwledge structures are incomplete, inconsistent, or unparsimonious. The author would especially like to thank Patrick Suppes, his dissertation advisor, and Mark Lepper and John Seely Brown, the other members of his reading committee for their extremely helpful suggestions and continued encouragement. The author would also like t o thank Robert Calfee, Bill Clancey, Allan Collins, Jamey Friend, George Furnas, LauraGould, David Klahr, Tom Moran, Brian Ross, John Sheehan, Ed Smith,'and Mike Williams for helpful suggestions at various stages of this project, Chris Rodriguez for help in performing the experiment in section 3, and the teachers and administrators who gave permission to interview and observe students in their schools.

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“…In another article by the same authors (Sutton- Smith, Rosenberg, & Morgan, 1963), bowling (similar to Task II) differentiated in favor of boys at grade 3. Using a method similar to Rosenberg and Sutton-Smith (1960), DeLucia (1963) found that racing cars received a very masculine rating. Rosenberg and Sutton-Smith (1960) conclude, however, that one should not rely on play data accrued many years ago as a basis for present prediction, due to the marked shifts occurring in masculine and feminine preferences.…”

Section: Sex Of Sharermentioning

confidence: 99%

“…Rosenberg and Sutton-Smith (1960) asked 187 boys and girls in fourth, fifth, and sixth grades to rate a list of 181 games as to whether the child had played each of them and whether he also had liked the games. Items differentiating boys and girls in the fourth, fifth, and sixth grades (p<.05) included cars and darts.…”

Section: Sex Of Sharermentioning

confidence: 99%

Sharing behavior in middle childhood

Crase

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A Revised Conception of Masculine-Feminine Differences in Play Activities

Cited by 58 publications

References 3 publications

Differentiation of Adolescent Activity Participation

Differentiation of Adolescent Activity Participation

Toward a theory of intrinsically motivating instruction

Sharing behavior in middle childhood

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