Shaping Cooperative Cross-Sex Play

Serbin, Lisa A.; Tonick, Illene J.; Sternglanz, Sarah Hall

doi:10.2307/1128342

Cited by 105 publications

(37 citation statements)

References 8 publications

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“…Even when adults try to encourage cross-sex play groups, children resist and quickly return to same-sex partners when adult supervision is reduced (Serbin et al 1977). These findings are generally supported by twin studies of the heritability of individual variation in gender-related behaviors.…”

Section: The Developmental Course Of Gendermentioning

confidence: 77%

The Early Development of Gender Differences

McIntyre

Edwards

2009

Annu. Rev. Anthropol.

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This article reviews findings from anthropology, psychology, and other disciplines about the role of biological factors in the development of sex differences in human behavior, including biological theories, the developmental course of sex differences, and the interaction of biological and cultural gendering processes at different ages. Current evidence suggests that major biological influences on individual differences in human gender, to the extent that they exist, operate primarily in early development, during and especially prior to puberty. Biological effects are likely to be mediated by relatively simple processes, like temperament, which are then elaborated through social interactions (as with mother and peers) into more complex gendered features of adult personality. Biological anthropologists and psychologists interested in gender should direct more attention to understanding how social processes influence the development and function of the reproductive endocrine system.

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Section: The Developmental Course Of Gendermentioning

confidence: 77%

The Early Development of Gender Differences

McIntyre

Edwards

2009

Annu. Rev. Anthropol.

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“…However, this design could not be appropriately implemented in the four play sessions that were available. In contrast, the reversal, withdrawal, or ABAB design was one that could be feasibly conducted in a limited amount of time and which had been used in previous experimental research [43,44,56].…”

Section: Methodsmentioning

confidence: 99%

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

Wainer

Dautenhahn

Robins

et al. 2013

Int J of Soc Robotics

137

102

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This article describes a pilot study in which a novel experimental setup, involving an autonomous humanoid robot, KASPAR, participating in a collaborative, dyadic video game, was implemented and tested with children with autism, all of whom had impairments in playing socially and communicating with others. The children alternated between playing the collaborative video game with a neurotypical adult and playing the same game with the humanoid robot, being exposed to each condition twice. The equipment and experimental setup were designed to observe whether the children would engage in more collaborative behaviours while playing the video game and interacting with the adult than performing the same activities with the humanoid robot. The article describes the development of the experimental setup and its first evaluation in a small-scale exploratory pilot study. The purpose of the study was to gain experience with the operational limits of the robot as well as the dyadic video game, to determine what changes should be made to the systems, and to gain experience with analyzing the data from this study in order to conduct a more extensive evaluation in the future. Based on our observations of the childrens' experiences in playing the cooperative game, we determined that while the children enjoyed both playing the game and interacting with the robot, the game should be made simpler to play as well as more explicitly collaborative in its mechanics. Also, the robot should be more explicit in its speech as well as more structured in its interactions.Results show that the children found the activity to be more entertaining, appeared more engaged in playing, and displayed better collaborative behaviours with their partners (For the purposes of this article, 'partner' refers to the human/robotic agent which interacts with the children with autism. We are not using the term's other meanings that refer to specific relationships or emotional involvement between two individuals.) in the second sessions of playing with human adults than during their first sessions. One way of explaining these findings is that the children's intermediary play session with the humanoid robot impacted their subsequent play session with the human adult. However, another longer and more thorough study would have to be conducted in order to better re-interpret these findings. Furthermore, although the children with autism were more interested in and entertained by the robotic partner, the children showed more examples of collaborative play and cooperation while playing with the human adult.

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“…We defined rough-and-tumble play (rough play) as an active and high-energy contact play [Goy et al 1974]. Parallel play was defined as no contact low energy play, usually involving object manipulation in which subjects are in arms length of each other [Serbin et al 1977]. Although parallel play shares much in common with solitary play, it differs in that it is play in a social context.…”

Section: Methodsmentioning

confidence: 99%

Social segregation in male, but not female yearling rhesus macaques (Macaca mulatta)

Hassett

Rupp

Wallen

2009

American J Primatol

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Males and females of many species sex-segregate, ranging from complete separation of habitats to social segregation within the same space, sometimes varying across seasons and lifespan development. Mechanisms for such segregation are not well understood, though some have suggested that sex differences in preferred juvenile behaviors lead to greater behavioral compatibility within than between sexes. This within-sex behavioral compatibility may be the source of sex-segregation. Since juvenile behavioral sex differences are well-documented in rhesus monkeys, we examined sex-segregation patterns of yearling rhesus monkeys engaged in three different types of behavior: rough play, parallel play, and grooming. We observed male and female rhesus yearlings from five stable long-term age-graded social groups of 67–183 animals. Behavioral observations were designed to collect equal numbers of rough play, grooming, and parallel play bouts. In addition, sex composition and proximity to adults was recorded for each bout. Across all behaviors, more all-male groups and fewer mixed sex-groups were observed than expected by chance. All-female groups occurred at the level expected by chance. Thus, males sex-segregated regardless of type of behavior, while females did not sex-segregate. Female groups were observed in proximity to adults more often than expected by chance. These results suggest that behavioral compatibility may produce sex-segregation in male yearling rhesus monkeys, possibly preparing males and females for different social roles and segregation as adults.

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Shaping Cooperative Cross-Sex Play

Cited by 105 publications

References 8 publications

The Early Development of Gender Differences

The Early Development of Gender Differences

A Pilot Study with a Novel Setup for Collaborative Play of the Humanoid Robot KASPAR with Children with Autism

Social segregation in male, but not female yearling rhesus macaques (Macaca mulatta)

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