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diff --git a/notes/trans-kids-on-the-margin-notes.md b/notes/trans-kids-on-the-margin-notes.md
index c3300f8..512bd0a 100644
--- a/notes/trans-kids-on-the-margin-notes.md
+++ b/notes/trans-kids-on-the-margin-notes.md
@@ -129,6 +129,18 @@ 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.
+
+
+
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 notes from The Pre-School Activities Inventory: A Standardized Assessment of Gender Role in Children by Golombok and Rust
@@ -277,7 +289,7 @@ and females must be minimized to avoid judging males as superior.
 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).
 
@@ -302,6 +314,61 @@ p. 108
 
 > 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
+
+
+
 
 
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