Gender Classification by Infants

Pakizegi, Behnaz

doi:10.1080/00221325.1985.9923457

Cited by 4 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…She found that 6-month-olds but not 2-month-olds demonstrated discrimination that was specific to a between-category change, thereby providing evidence that infants show categorical responding to female and male voices by 6 months of age. Using a habituation paradigm with varying physical features (e.g., hairstyles, clothing), Pakizegi (1984) found that certain features such as short hairstyles were more salient and influenced dishabituation more than variations in body shape and clothing for 8-month-old boys. In a visual assessment study designed to investigate discrimination of the sexes, infants were presented with faces of members from one gender category and then tested on faces from the other category.…”

Section: Gender Category Development In the First Year Of Lifementioning

confidence: 99%

“…On the basis of the findings from these new lines of research, the picture of the earliest aspects of gender development needs to be significantly revised. Miller, 1983) Habituate with one category of faces (Younger & Fearing, 1999) Use hairstyle to discriminate faces by sex; boys only (Pakizegi, 1984) Intermodal associations for dynamic displays of the sexes (Walker-Andrews et al, 1991) 9-11 months Discriminate male and female faces (Cornell, 1974;Leinbach & Fagot, 1993) Use male and female categories simultaneously in habituation (Younger & Fearing, 1999) Intermodal association for female faces and voices (Poulin-Dubois et al, 1998) Detect correlations among faces of men and women and gender-related objects (Levy & Haaf, 1994) 12-14 months Intermodal associations for male faces and voices (Poulin-Dubois et al, 1998) 15-17 months 18-20 months Gender-typed visual preferences and stereotype knowledge; girls only (Serbin et al, 2001) Recognize labels associated with faces, especially for girls (Poulin-Dubois et al, 1998) Metaphoric associations with gender (Eichstedt et al, in press) 21-23 months…”

Section: Early Origins Of Gender Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive theories of early gender development.

Martin¹,

Ruble

Szkrybalo

2002

Psychological Bulletin

534

514

View full text Add to dashboard Cite

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,...

show abstract

Section: Gender Category Development In the First Year Of Lifementioning

confidence: 99%

Section: Early Origins Of Gender Developmentmentioning

confidence: 99%

Cognitive theories of early gender development.

Martin¹,

Ruble

Szkrybalo

2002

Psychological Bulletin

534

514

View full text Add to dashboard Cite

show abstract

“…The physical gender schema is apparent at very young ages. An early study suggested that infants as young as 8 months old are sensitive (as indicated by how long they gaze) to gender differences in hairstyle, clothing, and body build (Pakizegi, 1985). Perhaps, the simplest task for children is to identify who belongs to which gender.…”

mentioning

confidence: 99%

‘It's a boy because he's painting a picture’: Age differences in children's conventional and unconventional gender schemas

Tenenbaum

Hill

Joseph

et al. 2010

British J of Psychology

View full text Add to dashboard Cite

Two studies investigated the development of children's gender knowledge using a procedure designed to tap into children's unconventional gender beliefs. Study 1 revealed a developmental progression with 34 3- to 4-year-old children providing more unconventional reasons than conventional reasons to explain the gender of a series of drawings. By contrast, 39 5- to 6-year-old and 42 7- to 8-year-old children provided more conventional than unconventional reasons. Study 2 found that a second sample of 42 3- to 4-year-old children mastered a close-ended assessment of gender stereotyping, while they relied on unconventional and conventional reasoning equally when explaining the gender of a series of drawings displaying conventional cues only. This research supports the model that children's conventional gender schemas do not develop before their unconventional gender schemas.

show abstract

“…Most of the work involves gender sorting and the researchers seemed particularly interested in learning whether children could identify the gender of others at certain ages (Baxter, 1964;Conn & Kanner, 1947;Haley & Hendrickson, 1974;Hall, 1978;Kaigler-Evans & Hulls, 1980;Kaiser, Rudy & Byfield, 1982;Pakizegi, 1983;Story, 1979;Thompson, 1975). Most of the work involves gender sorting and the researchers seemed particularly interested in learning whether children could identify the gender of others at certain ages (Baxter, 1964;Conn & Kanner, 1947;Haley & Hendrickson, 1974;Hall, 1978;Kaigler-Evans & Hulls, 1980;Kaiser, Rudy & Byfield, 1982;Pakizegi, 1983;Story, 1979;Thompson, 1975).…”

Section: Clothing Studies Relating To Stages Of Thoughtmentioning

confidence: 99%

A Theoretical Framework for Clothing Awareness

Lyon

O'Neal

1994

Clothing and Textiles Research Journal

View full text Add to dashboard Cite

Researchers in psychology developed a thought process theory which could be useful in integrating much of what we know and study about clothing. Information is collected and sorted, historic precedents are located in memory, and inferences are cross-checked with original descriptive information. The entire process takes only a few seconds. In this paper, thought process theory is outlined, a clothing example is given to illustrate how the process works, and research relating to each stage is examined.

show abstract

Gender Classification by Infants

Cited by 4 publications

References 1 publication

Cognitive theories of early gender development.

Cognitive theories of early gender development.

‘It's a boy because he's painting a picture’: Age differences in children's conventional and unconventional gender schemas

A Theoretical Framework for Clothing Awareness

Contact Info

Product

Resources

About