Dessens, A. B., Slijper, F. M. E., & Drop, S. L. S. (2005). Gender dysphoria and gender change in chromosomal females with congenital adrenal hyperplasia. Archives of Sexual Behavior, 34, 389–397
+Lenroot, R. K., Gogtay, N., Greenstein, D. K., Wells, E. M., Wallace, G. L., Clasen, L. S., et al. (2007). Sexual dimor-
+phism of brain developmental trajectories during childhood and adolescence. NeuroImage, 15, 1065–1073
+
+Skrypnek, B. J. & Snyder, M. (1982). On the self-perpetuating nature of stereotypes about women and men. Journal of Experimental Social Psychology, 18, 277–291
+
----
notes from The Pre-School Activities Inventory: A Standardized Assessment of Gender Role in Children by Golombok and Rust
p. 138
> If you were asked to pick a single psychological characteristic that differentiates boys and girls, you could not do better than the toys and activities that engage them
-> This is critical because if children do not know if they
-are boys or girls, or that toys are identifi ed as being for boys or for girls, they cannot be using this information to guide their toy preferences
+> This is critical because if children do not know if they are boys or girls, or that toys are identifi ed as being for boys or for girls, they cannot be using this information to guide their toy preferences
p. 127
> Some of the "neglect" regarding meta-analysis may reflect the lack of controversy about whether the differences exist
> most XY individuals with abnormal or absent penis (including, but not limited to ablatio penis and cloacal exstrophy) who are reared as girls grow up to identify as girls and women and to be happy with their assigned sex (Meyer-Bahlburg, 2005a)
+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
+
-----
> The kind of thing I find when cleaning Lily's room. The other day she made a petition to "save animals" but neither Jeff nor I would sign I unless she made it more specific.
> [image, drawing] SAVE OUR PLANIT FRUM GRENHEWS GASIS
-You
projects / Ultimately_Untrue_Thought.git / blobdiff