+p. 173
+> Compared with girls, boys are seen to have a larger amygdala (important in processing emotion) and a smaller caudate (known primarily for its role in regulating voluntary movement), and perhaps a smaller hippocampus (important for learning and memory).
+
+p. 182
+> children learn about the behavior of both males and females, and yet they choose to imitate the behavior done by others of their sex.
+
+p. 205
+> "the cognitive-developmental view holds that the child’s difficulties in establishing gender defi nition closely parallel his diffi culties in establishing stable defi nitions of physical concepts in general and that the former are resolved as the latter are" (Kohlberg, 1966, p. 94).
+
+p. 206
+conservation—Noticing that changing clothing doesn't change one's sex, is the same Piagetian developmental milestone as noticing that pouring water into a narrower glass doesn't change the volume
+
+Schema theory—people asked to recall stories from a foreign culture after a delay tend to replace them with more familiar elements. Similarly, counter-stereotypical information is harder to remember (and people are less confident when they do remember)
+
+Liben '77 "Memory in the context of cognitive development"—children will draw a tilted flagpole on a hillside; when asked months later, they sometime produce something closer to the original stimulus—their priors got better in the intermediate months
+
+p. 211
+> experimental research has shown that when children’s multiple classifi cation skills are enhanced through intervention, those children are better able to remember gender nontraditional stories (Bigler & Liben, 1992).
+
+p. 213
+> one of us was in the campground bathroom when a mother and her preschool son entered. The boy saw a small sink next to the adult sinks, and he asked if it was for boys. His mother explained, "No this is the girls' bathroom, but you're a little boy, so it’s okay." Not satisfied, he said, "No, is this for boys?" The mother tried again to explain that it was the girls' bathroom, but increasingly insistent, her son asked "No, no. Is the sink for boys?" Then, she looked at the little sink, and seemed to sort of give up, and said, "Yes, this is a boy sink."
+
+Tajfel, Billig, Bundy, & Flament, 1971 "Social categorization and intergroup behaviour": randomly labeling someone as an over- or underestimator caused them to favor their group later
+
+Gelman, Taylor, and Nguyen 2004 "Mother-child conversations about gender": moms often say "boy"/"girl" even when we have a word for "child"
+
+> As defined and studied by Gelman (2003), essentialism involves the beliefs that first, members of categories are alike in important ways, including ways that may not yet be known or observable, and second, that there is some underlying causal source for those shared qualities.
+This is correct!!! Gelman 2003 is _The essential child: Origins of essentialism in everyday thought._
+
+p. 229-230:
+Leinbach and Fagot 1993 "Categorical habituation to male and female faces: Gender schematic processing in infancy": babies were seen to respond to male/female headshots differently, but it looks like they were responding to hair/clothing cues
+
+p. 237 This 2009 book is the high point; it's only going to get worse
+> we know of no research on children’s knowledge and understanding of this particular challenge to the traditionally assumed "fact" of gender constancy, and thus our discussion focuses on children’s developing understanding of traditional gender constancy that assumes that birth sex is permanent and immutable.
+
+Bradbard and Endsley 1983, "The effects of sex-typed labeling on preschool children's information-seeking and retention"; describing novel objects (a pizza cutter or a buglar alarm) as toys "for boys/girls" did affect the children's behavior
+
+p.264
+effect of stereotypes on memory is manipulable in individuals!
+
+p. 271
+male preference is disappearing in Western culture
+
+p. 272
+types and mechanisms of parental influence—
+1. creating a gendered world (choosing names, clothes, activities)
+2. differential treatment
+3. direct instruction (boys don't cry &c.)
+4. parents as models
+
+boys names tend to become girls names
+
+p. 275
+> children's perceptions about their own ability (especially for girls in math) has been shown to be influenced more by their parents' perceptions about the children than by the children’s own grades (Fredricks & Eccles, 2002; Herbert & Stipek, 2005; Jodl et al., 2001).
+
+Lytton & Romney, 1991 "Parents' differential socialization of boys and girls: A meta-analysis": effect size of chore assignments is around d=0.3-0.5 ; but boy-only families still give the boys domestic chores
+
+
+