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.
+
+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
+
+Berenbaum, S. A. & Hines, M. (1992). Early androgens are related to childhood sex-typed toy preferences. Psychological Science, 3, 203–206.
+
+Berenbaum, S. A. & Snyder, E. (1995). Early hormonal infl uences on childhood sex-typed activity and playmate preferences: Implications for the development of sexual orientation. Developmental Psychology, 31, 31–42.
+
+Iijima, M., Arisaka, O., Minamoto, F., & Arai, Y. (2001). Sex differences in children’s free drawings: A study on girls with congenital adrenal hyperplasia. Hormones and Behavior, 40, 99–104
+
+Servin, A., Nordenström, A., Larsson, A., & Bohlin, G. (2003). Prenatal androgens and gender-typed behavior: A study of girls with mild and severe forms of congenital adrenal hyperplasia. Developmental Psychology, 39, 440–450.
+
+Berenbaum, S. A., Duck, S. C., & Bryk, K. (2000). Behavioral effects of prenatal versus postnatal androgen excess in children with 21-hydroxylase-defi cient congenital adrenal hyperplasia. Journal of Clinical Endocrinology and Metabolism, 85, 727–733.
+
+Hines, M., Golombok, S., Rust, J., Johnston, K. J., Golding, J., & Avon Longitudinal Study of Parents and Children Study Team. (2002). Testosterone during pregnancy and gender role behavior of preschool children: A longitudinal, population study. Child Development, 73, 1678–1687.
+
+The boy analogue of the CAH studies—
+Jürgensen, M., Hiort, O., Holterhus, P. M., & Thyen, U. (2007). Gender role behavior in children with XY karyotype and disorders of sex development. Hormones and Behavior, 51, 443–453.
+
+Alexander, G. M. & Hines, M. (2002). Sex differences in response to children’s toys in nonhuman primates (Cercopithecus aethiops sabaeus). Evolution and Human Behavior, 23, 467–479
+
+Hassett, J. M., Siebert, E. R., & Wallen, K. (2004). Sexually differentiated toy preferences in rhesus monkeys. Hormones and Behavior, 46, 91.
+
+Serbin, L. A., Poulin-Dubois, D., Colburne, K. A., Sen, M. G., & Eichstedt, J. A. (2001). Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year. International Journal of Behavioral Development, 25, 7–15.
+
+Benenson, J. F., Liroff, E. R., Pascal, S. J., & Cioppa, G. D. (1997). Propulsion: a behavioural expression of masculinity. British Journal of Developmental Psychology, 15, 37–50
+
+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
+
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notes from The Pre-School Activities Inventory: A Standardized Assessment of Gender Role in Children by Golombok and Rust
p. 78
elementary school activity level d=0.64
-> Despite the diffi culty in looking for sex differences using tests specifi cally designed not to have them
+> 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).
> 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
+
+Goy et al. gave androgens to pregnant rhesus monkeys at different times in pregnancy. Early administration masculinized genitals. Behavioral masculization along different dimensions varied with timing!
+early admin—more mounting, less grooming
+late admin—more mounting of peers only (not mom), more rough play
+
+> pretty normal variations in hormones are responsible for pretty normal variations in behavior
+
+evolutionary logic to why female default! (I had heard the observation before, but not the deep structural reason)
+> both male and female fetuses are exposed to high levels estrogens from the mother, so if estrogen affected sexual differentiation in utero, then males would be exposed to a substance that would feminize them
+
+CAH girls are a goldmine for studying organizational effects: exposed to androgens prenatally, but not afterwards (there's medication for the disease)
+
+modern CAH studies were very careful: study CAH girls and unaffected sisters, videotape the interaction and have it scored by someone who doesn't know which kid has CAH; also study boys to make sure its the hormones and not the disease
+
+Measured interests several different ways, and it got replicated, including in Japan
+
+> They also say that they wish that their daughters with CAH were less masculine than they are, and, interestingly, that their daughters without CAH were more masculine than they are (Servin, Nordenström, Larsson, & Bohlin, 2003).
+
+and it's linear!!
+
+(authors are not sci-fi fans and use "people" and "human" interchangably)
+> effect in people as it does in other species.
+
+> When infants look at visual stimuli, boys prefer movement and girls prefer form and color (Serbin, Poulin-Dubois, Colbourne, Sen, & Eichstedt, 2001). In childhood activities, boys use motion more than girls do (Benenson, Liroff, Pascal, & Cioppa, 1997). In drawings, boys tend to draw mechanical and moving objects, use dark and cold colors, and have a bird’s-eye perspective, whereas girls draw human fi gures, fl owers, and butterfl ies, use light and warm colors, and array items in a row on the ground.
+
+A section on gender ID, oh boy :/
+> androgen does not appear to have a large effect on gender identity,
+
+Important!!
+> if anything, gender identity is more predictable from rearing than from prenatal androgen exposure (Mazur, 2005; Zucker, 1999).
+those cites are—
+Mazur, T. (2005). Gender dysphoria and gender change in androgen insensitivity or micropenis. Archives of Sexual Behavior, 34, 411–421.
+Zucker, K. J. (1999). Intersexuality and gender identity differentiation. Annual Review of Sex Research, 10, 1–69
+
+> data from typical children show the independence of gender identity and gender-typed interests (Ruble, Martin, & Berenbaum, 2006).
+Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). Gender development. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development. (6th ed., pp. 858–932). Hoboken, NJ: Wiley.
+
+> The social environment of these children is probably complicated. It is conceivable that the girls' boy-typical play made parents question the initial decision about female rearing, and this questioning was conveyed to the children.
+Well, yes
+
+> 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)
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projects / Ultimately_Untrue_Thought.git / blobdiff