>
> —_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
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
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