>
> —_What's the Big Secret? Talking About Sex With Girls and Boys_, Laurie Krasny Brown, Ed.D., and Marc Brown (published 1997)
+child more eager to do grammar lesson after Mad Libs made it relevant—child would predictably be interested in girls at puberty, if getting a chance to go through puberty
+
https://www.reddit.com/r/Parenting/comments/ij4npe/mommy_im_actually_a_girl/
https://www.smbc-comics.com/comic/before-2
+https://childhood-transition.org/
+
Planned Parenthood on "How to Know If Your Kid Is Transgender": https://www.youtube.com/watch?v=qJdafLVf6xo
Trans Kids: It's Time to Talk film: https://archive.org/details/TransKidsItsTimeToTalk
"Cognitive theories of early gender development."
https://psycnet.apa.org/record/2002-18663-003
+
+https://slate.com/human-interest/2019/01/trans-kid-test-psychology.html
+
+https://kathleenstock.com/highlights-of-trans-policies-in-uk-universities/
+
+Symmetry: trans-booster parent thinks child is too young to know about TERFism (but isn't opposed to the idea of the child thinking for themselves when they're old enough to think critically); skeptic thinks child is too young to consent to transition (but wouldn't refuse to recognize an AGP teenager going in with open eyes)
+
+"Cultural Components of Sex Differences in Color Preference" Davis et al. 2021 (shared on SEXNET) says that girl preference for pink was d=1.3 in a city, but not in trad cultures
+http://unremediatedgender.space/papers/davis_et_al-cultural_components_of_sex_differences_in_color_preference.pdf
+
+https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0243894
+
+Kohlberg 1966 gender constancy (Maccoby p. 160)
+
+"My Son Wears Dresses; Get Over It" https://archive.is/FJNII
+note, "My Son Wears Dresses", and not, "My Daughter Is Trans"
+
+The time I told an older boy in summer camp that I wasn't into women with big boobs ... but the reality was that I just hadn't hit puberty yet. A parent in today's ideological environment might transition their three-year-old, thinking, "I don't know what the future holds ... but if she doesn't want to go through male puberty, it would be cruel to force her to." But the kid has no way to _know_ that puberty is going to be terrible in advance (I didn't know what it was going to be like, to like breasts), but if the social environment is grooming the kid to be trans, he's likely to _assume_ it's terrible. When I wasn't doing well at Santa Cruz at first, Mom suggested that I take time off or at DVC, and I said, "Are you _trying_ to sabotage my education?" Because I had been groomed to believe in education.
+
+https://www.aboutkidshealth.ca/Article?contentid=716&language=English
+> Caregivers can help by not connecting sexual biology to gender (e.g., say "people with penises" or "people with vaginas").
+
+https://royalsocietypublishing.org/doi/10.1098/rspb.2015.1351 claims:
+> Sex differences in facial morphologyare apparent in six-month-old infants [15], and increasesteadily across childhood [16].
+Those cites are:
+ * "A longitudinal cephalometric study of transverse and vertical craniofacial growth" https://pubmed.ncbi.nlm.nih.gov/8237899/
+ * "Ontogeny of facial dimorphism and patterns of individual development within one human population" https://pubmed.ncbi.nlm.nih.gov/16596605/
+
+"Puberty blockers do not alleviate negative thoughts in children with gender dysphoria, finds study"
+https://www.bmj.com/content/372/bmj.n356
+
+https://astralcodexten.substack.com/p/trapped-priors-as-a-basic-problem
+
+https://jessesingal.substack.com/p/when-your-epistemic-bubble-pops-unlocked
+
+Shrier says, "It is not uncommon for young children periodically to express the desire to be the opposite sex" footnote goes to: Zucker Bradley Sanikhani "Sex Differences in Referral Rates of Children With Gender Identity Disorder: Some Hypotheses"
+
+new Zucker article!
+https://www.frontiersin.org/articles/10.3389/fpsyt.2021.632784/full
+
+https://www.bbc.com/news/health-56601386
+
+https://segm.org/NICE_gender_medicine_systematic_review_finds_poor_quality_evidence
+
+https://acesounderglass.com/2021/04/02/antidepressants-and-medical-uncertainty/
+
+my CAH table is derived from the "Developmental Endocrinology" book in /papers/
+
+"The Magnitude of Children’s Gender-Related Toy Interests Has Remained Stable Over 50 Years of Research"
+https://link.springer.com/article/10.1007/s10508-021-01989-8
+
+Degree of religiousness is genetic, but the specific religion is environmental—
+Koenig, L. B., McGue, M., Krueger, R. F., & Bouchard, T. J., Jr. (2005). Genetic and environmentalinfluences on religiousness: Findings for retrospective and current religiousness ratings.Journal ofPersonality,73(2), 471–88. doi:10.1111/j.1467-6494.2005.00316.x.
+
+Hines, M., Golombok, S., Rust, J., Johnston, K. J., Golding, J., Parents and
+Children Study Team, A. L. S., & the Avon Longitudinal Study of
+Parents and Children Study Team. (2002). Testosterone during preg-
+nancy and gender role behavior of preschool children: A longitudinal,
+population study. Child Development, 73, 1678 –1687. http://dx.doi.org/10.1111/1467-8624.00498
+
+Frisén, L., Nordenström, A., Falhammar, H., Filipsson, H., Holmdahl, G.,
+Janson, P. O., . . . Nordenskjöld, A. (2009). Gender role behavior,
+sexuality, and psychosocial adaptation in women with congenital adrenal
+hyperplasia due to CYP21A2 deficiency. The Journal of Clinical Endo-
+crinology and Metabolism, 94, 3432–3439. http://dx.doi.org/10.1210/jc
+.2009-0636
+
+Snow, M. E., Jacklin, C. N., & Maccoby, E. E. (1983). Sex-of-child differences in father–child interaction at one year of age. Child Development, 54(1), 227–232. https://doi.org/10.2307/1129880
+
+Goy, R. W., Bercovitch, F. B., & McBrair, M. C. (1988). Behavioral masculinization is independent of genital masculinization in prenatally androgenized female rhesus macaques. Hormones and Behavior, 22, 552–571.
+
+Lamminmäki, A., Hines, M., Kuiri-Hänninen, T., Kilpeläinen, L., Dunkel, L., & Sankilampi, U. (2012). Testosterone measured in infancy predicts subsequent sex-typed behavior in boys and in girls. Hormones and Behavior, 61(4), 611–616. https://doi.org/10.1016/j.yhbeh.2012.02.013.
+
+Munson, B., *Crocker, L., Pierrehumbert, J., Owen-Anderson, A., & Zucker, K. (2015). Gender Typicality in Children's Speech: A comparison of the Speech of Boys with and without Gender Identity Disorder. Journal of the Acoustical Society of America.
+
+Blakemore, J. E. O., LaRue, A. A., & Olejnik, A. B. (1979). Sex-appropriate toy preference and the ability to conceptualize toys as sex-role related. Developmental Psychology, 15, 339–340
+
+Perry, D. G., White, A. J., & Perry, L. C. (1984). Does early sex typing result from children's attempts to match their behavior to sex role stereotypes? Child Development, 55, 2114–2121
+
+Wu, T., Mendola, P., & Buck, G. M. (2002). Ethnic differences in the presence of secondary sex characteristics and menarche among US girls: the Third National Health and Nutrition Examination Survey, 1988–1994. Pediatrics, 110, 752–757.
+
+physiology can't account for throwing differences
+Clark, J. E. & Phillips, S. J. (1987). An examination of the contributions of selected anthropometric factors to gender differences in motor skill development. In J. E. Clark & J. H. Humphrey (Eds.), Advances in motor development research (Vol. 1, pp. 171–178). New York: AMS Press.
+
+motor differences!! (compare to Kay Brown's cites, which I recall not impressing me?)
+Johnson, K. L. & Tassinary, L. G. (2005). Perceiving sex directly and indirectly: Meaning in motion and morphology. Psychological Science, 16, 890–897
+Hayes, S. C. & et al. (1981). The development of the display and knowledge of sex related motor behavior in children.
+Child Behavior Therapy, 3, 1–24.
+
+Gleason, J. B. & Ely, R. (2002). Gender differences in language development. In A. McGillicuddy-De Lisi & R. De Lisi (Eds.), Biology, society, and behavior: The development of sex differences in cognition (Vol. 21, pp. 127–154). Westport, CT: Ablex Publishing.
+
+Giles, J. W. & Heyman, G. D. (2005). Young children's beliefs about the relationship between gender and aggressive behavior. Child Development, 76, 107–121.
+
+Pellegrini, A. D. (1988). Elementary-school children’s rough-and-tumble play and social competence. Developmental Psychology, 24, 802–806.
+
+Pellegrini, A. D. (1995). A longitudinal study of boys’ rough-and-tumble play and dominance during early adolescence. Journal of Applied Developmental Psychology, 16, 77–93.
+
+Pellegrini, A. D. (2002). Perceptions of playfighting and real fighting: Effects of sex and participant status. In J. L. Roopnarine (Ed.), Conceptual, social-cognitive, and contextual issues in the fields of play (pp. 223–233). Westport, CT: Ablex Publishing.
+
+Gaulin, S. J. C. & Fitzgerald, R. W. (1989). Sexual selection for spatial-learning ability. Animal Behaviour, 37, 322–331.
+
+
+
+----
+
+notes from The Pre-School Activities Inventory: A Standardized Assessment of Gender Role in Children by Golombok and Rust
+
+toy pref.s as early at 18 mo. and established by 3 years
+
+How was the PSAI developed? Ask mothers to identify 10 aspects of sex-typical behavior, and 10 aspects of somewhat sex-atypical behavior. That was 153 items, which got pruned to 90 (10 masc/fem/neutral per toys/activity/temperment). The 90 item version got piloted on a sample, then do item analysis to maximize within-sex variance while only choosing items that discriminated among the sexes
+
+question: what is the theoretical justification for maximizing variance?—maybe it's that (as mentioned later), can measure differences within girls and within boys. Confirmed in a later paper ("Developmental Trajectories"): "During the construction of the PSAI, items that, while discriminating between the sexes, failed to differentiate between masculine and feminine boys, or between masculine and feminine girls, were excluded."
+
+pooled test-retest reliabiliy (after 1 year) .64
+
+validity: ask daycare teachers to rate boyishness/girlishness, and correlate with mother's PSAI responses: 0.48 for girls, 0.37 for boys
+
+samples from UK, Netherlands, and Minnesota
+
+table 5: d by age
+
+30-35. (59.70-39.74)/((9.72+9.84)/2) d= 2.0408997955010224
+36-47 (3 y.o.) (60.58-39.38)/((9.91+9.68)/2) d= 2.1643695763144457
+48-59 (4 y.o.) (60.14-40.62)/((10.94+11.03)/2) d= 1.7769685935366413
+60-71 mo. (5 y.o.) (59.2-40.03)/((10.36+10.09)/2) d= 1.8748166259168706
+
+----
+
+notes from Childhood Gender-Typed Behavior and Adolescent Sexual Orientation: A Longitudinal Population-Based Study by Li, Kung, and Hines
+
+retrospective studies (as reviewed by Bailey & Zucker) find that gay adults remember nonconforming behavior as children, but those might be biased by memory
+
+Rieger, Linsenmeier, Gygax, and Bailey (2008) collected home videos and got independent raters—same result
+
+then there's gender clinical referals
+
+there had only been one other prospective study
+
+retrospective and clinical samples have limitations
+
+this paper is based on the Avon Longitudinal Study of Parents and Children that recruited English families in '92, 7K each of girls and boys
+
+caregivers evaluated the PSAI at 2.5, 3.5, and 4.74
+
+computing d values from Table 1—
+2.5 years: (59.87-40.99)/((8.46+8.24)/2) = 2.261077844311376
+3.5 years: (61.54-37.08)/((8.69+9.31)/2) = 2.717777777777778
+4.75 years: (63.42-35.28)/((8.78+9.51)/2) d = 3.0770913067249865
+
+GNC and gay were _monotonically_ related; there are similar findings about CAH
+
+-----
+
+notes from Developmental trajectories of sex-typed behavior in boys and girls: A longitudinal general population study of children aged 2.5–8 years. by Golombok, Rust, et al.
+
+another paper based on the Avon Longitudinal Study. Modified "Children's Activities Inventory" administered at age 8.
+
+CAI is completed by the child
+
+sex-typical toddlers grow up to be sex-typical children
+
+-----
+
+notes from Hines, M., Golombok, S., Rust, J. "Testosterone during pregnancy and gender role behavior of preschool children". http://dx.doi.org/10.1111/1467-8624.00498
+
+T and sex hormone-binding globulin were measured in pregnant women
+
+T but not globulin were linearly related to gender behavior in girls, but not boys; other obvious factors (brothers, father presence, maternal education) didn't make a difference
+
+----
+
+notes from "Is it a he or a she? Behavioral and computational approaches to sex categorization"
+
+d'= 3 for adults, d'= 0.36 for infants
+
+d' from signal detection theory is basically the same thing as Cohen's d
+https://en.wikipedia.org/wiki/Sensitivity_index
+
+-----
+
+notes from "Recognition and Sex Categorization of Adults' and Childrens' faces", Wild et al.
+
+younger children (1st grade) couldn't sex child (7-10 y.o.) faces (without hair &c. cues), but older children and adults could with some accuracy
+
+people's tendency to guess male might be due to a higher cost of mistaking M for F?!
+
+-----
+
+notes from "Genital Knowledge and Gender Constancy" by the immortal Sandra Bem
+
+Sebley–Frey questions: "If you wore [opposite-sex] clothes, would you be a girl or a boy?", "If you played [opposite-sex] games, would you be a girl or a boy?", "Could you be a [opposite sex] if you wanted to be?"
+
+(Modern progressives fail these!!)
+
+In less artificial contexts (actually photograph a classmate), 3-5 year olds get it right: Miller 1984
+
+> Both the liberation that can come from having a narrow biological definition of sex and the imprisonment that can come from not having such a definition are strikingly illustrated by an encounter my son Jeremy had the day he naively decided to wear barrettes to nursery school. Several times that day, another little boy insisted that Jeremy must be a girl because "only girls wear barrettes." After repeatedly asserting that "wearing barrettes doesn't matter; being a boy means having a penis and testicles," Jeremy finally pulled down his pants as a way of making his point more convincingly. The boy was not impressed. He simply said, "Everybody has a penis; only girls wear barrettes."
+
+-----
+
+"Gender differences in children’s singing voices: Acoustic analyses and results of a listening test"
+https://asa.scitation.org/doi/10.1121/1.3372730
+> The listeners correctly identified the gender of the singer in 66.0% of the cases, i.e., far better than chance.
+
+"Listeners' Identification Of Gender Differences In Children's Singing"
+https://journals.sagepub.com/doi/10.1177/1321103X050240010301
+> 71.57% of identifications were positive
+
+----
+
+notes from Gender Development textbook—
+
+p. 6
+> Although there is some debate about whether this relatively rare condition should be considered a disorder at all (Bartlett, Vasey, & Bukowski, 2000), there are certainly some children who, from a very young age, show discomfort with their gender category.
+citation goes to Bartlett, N. H., Vasey, P. L., & Bukowski, W. M. (2000). Is gender identity disorder in children a mental disorder? Sex Roles, 43, 753–785.
+
+p. 14
+> sometimes even before they know that the toys are gender stereotyped (Aubry, Ruble, & Silverman, 1999; Blakemore et al., 1979; Perry et al., 1984)
+
+p. 39
+> So, is a person without a penis always a girl? It turns out that there are some boys who do not have a penis.
+
+Because this book was written in 2009, I assume they mean David Reimer-like cases
+
+p. 47: estrogen doesn't really play a role in sex differenitation; both sexes of fetus get exposed to a bunch of it
+
+Typical T levels for men: 265-800 ng/dL, women: 10-40
+
+SRY was discovered when discovered in an XX male
+
+CAH occurs is autosomal and occurs in both males and females, but the reason we only talk about CAH girls is that the effects on boys are less noticeable
+
+> CYP21 is on chromosome 6 and encodes an enzyme normally present in the adrenal gland called 21-hydroxylase (21-OH). Individuals with CAH due to 21-OH defi ciency are unable to produce enough cortisol to suppress the release of adrenocorticotropic hormone (ACTH). This results in an accumulation of products that normally become cortisol, which in turn results in increased production of androgen from the adrenal gland. This excess androgen has many of the same effects as testosterone produced by the testes in males
+
+There's a gradation in CAH—you can have a little 21-OH, or none at all
+
+5α-reductase of the famous 5α-reductase deficiency is what converts testosterone into dihydrotestosterone (DHT)
+
+That's why 5aR virilize at puberty: puberty turns on enough testosterone for them to make a little DHT
+
+> It is about as meaningful to ask "Which is the smarter sex?" or "Which has the better brain?" as it does to ask "Which has the better genitals?" (Halpern, 1997, p. 1092)
+
+p. 69
+> It is almost as though some people seem to feel that differences between males
+and females must be minimized to avoid judging males as superior.
+
+> Throwing speed and throwing distance were found to have a still different pattern, with large sex differences even among preschoolers. For example, d for throwing distance was 1.5 by the age of 2 years, and was just as large for throwing speed by age 4. By adolescence, both throwing speed and distance were at least 3 standard deviations greater in boys
+
+p. 78
+elementary school activity level d=0.64
+
+> Despite the difficulty in looking for sex differences using tests specifically designed not to have them
+
+> even though there are no differences in the structure of the vocal chords in childhood, boys speak with a lower pitch than girls do. This difference is probably related to children's unconscious matching of their voices with gender norms (Gleason & Ely, 2002).
+
+p. 82 The verbal fluency (word-generation) diff favoring ♀ is d > 1!!
+
+p. 82 Shitpost: Women are more valuable under the utilitarian calculus because they have more subjective experience per unit physical time!!
+Block, R. A., Hancock, P. A., & Zakay, D. (2000). Sex differences in duration judgments: A meta-analytic review. Memory and Cognition, 28, 1333–1346.
+
+40% of college women fail the water-level task! (How many men fail?!)
+Liben, L. S. & Golbeck, S. L. (1984). Performance on Piagetian horizontality and verticality tasks: Sex-related differences in knowledge of relevant physical phenomena. Developmental Psychology, 20, 595–606.
+
+p. 95
+> Compared to the girls, the boys sound considerably more aggressive or at least active in defending themselves.
+Not to mention that everyone assumed the dragon was male ...
+
+(I skimmed some of the earlier chapters, but from here on the whole ToC looks super-relevant to my research project)
+
+Table 5.1 claims no meta-analysis is available on rough-and-tumble play!! WTF?! (If it exists, you'd expect these textbook authors to have found it)
+
+p. 108
+> There is a very consistent set of findings that boys engage in more R & T play in virtually every culture in which it has been studied (Boulton, 1996; Braza, Braza, Carreras, & Munoz, 1997; DiPietro, 1981; Finegan, Niccols, Zacher, & Hood, 1991; Hines & Kaufman, 1994; Pellegrini, 1990; Pellegrini & Smith, 1998).
+
+> boys are often drawn to such play styles as soon as they see others doing them, whereas girls are more likely to avoid those activities
+
+p. 112
+> daughters complied with their mothers' requests 99% of the time, whereas sons complied only about 25% of the time
+
+p. 113 aggression
+> Hyde (1984, 1986) reported the overall difference between males and females was about half a standard deviation (d = 0.50); but the difference was greater in children (d = 0.58 in preschoolers) than in adults (d = 0.27) [...] also greater when observed in naturalistic settings than in the laboratory
+
+p. 114 Table 4.3, aggression effect sizes
+
+It's weird that the discussion of aggression in relationships doesn't mention physical strength differences (which are massive)?!
+p. 116
+> In intimate relationships, by adolescence both males and females think that
+male violence against females is worse than the reverse.
+"both males and females think", without any mention of why they might think that?!
+
+> Preschoolers are also able to identify relational aggression as being associated with girls and physical aggression with boys (Giles & Heyman, 2005).
+
+p. 117 fewer constaints on gossip and social exclusion as kids get older
+
+p. 120 Carol Gilligan's different voice: interpersonal care vs. abstract justice
+
+Jaffee & Hyde 2000
+> small difference favoring females in the care orientation (d = ⫺0.28), and an even smaller one favoring males in the justice orientation (d = 0.19).
+
+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
+
+p. 127
+> Some of the "neglect" regarding meta-analysis may reflect the lack of controversy about whether the differences exist
+
+p. 137
+> evolutionary explanations are generally concerned with factors that apply to all members of a group—that is, factors that make all boys and men similar to each other and different from all girls and men
+Not if sexual dimorphism is a matter of shifting the mean of the distribution, rather than a discrete mechanism?
+
+p. 139 we know that the Y chromosome doesn't do much because of CAIS (although studies have been limited), but some studies of mice whose Sry gene was limited showed effects
+
+p. 143 organizational/activiational hypothesis; p. 144 org/act is actually a spectrum
+androgen needs to be present at about weeks 7-8 of gestation, later androgen levels don't do the same thing
+
+giving androgens to female guinea pigs in 1959 gave them male-like behavior
+
+mounting vs. lordosis are two discrete behaviors, as opposed to a continuously varying disposition to rough play
+
+guinea pigs get manipulated before birth, rats and mice afterwards
+
+p. 146
+> controls for castration would be surgery but no removal of the testes
+What useless surgery do they do??
+
+intrauterine position in animals that have litters
+
+
+
+
+
+-----
+
projects / Ultimately_Untrue_Thought.git / blobdiff