Psychology 1230: Psychology of AdolescenceAdministrative AnnouncementsDiscussion Topic #18WEB Discussion ProcessHandout SummaryRadical Feminism for TykesSupplementary ReferencesOverview: Gender II (A)Overview: Gender II (B)Oh, How It Almost Was!SociobiologyCognitive Developmental Theory (A)Cognitive Developmental Theory (B)Well, maybe!Cognitive Developmental Theory versus Social Cognitive TheoryGender Schema TheoryTest of Gender Schema TheoryAngrogyny (a)Androgyny (b)Your Ordinary Undifferentiated PersonAngrogyny (c)Summary of Gender IIPsychology 1230: Psychology of AdolescenceDon Hartmann Spring 2005Lecture 12b: Gender II (Theories & Androgeny)Administrative Announcements•Item #7 of Study Guide #5 should be tossed out! (Thanks, Laura!)•The essay exams and Supplemental Project #1 papers that are not picked up by Friday, October 14th will be trashed!•The disciplinary technique is called INDUCTION!Discussion Topic #18#18. Santrock’s Handling of Sexuality: 4♂+1♀ III (Summary-Evaluation due on Thursday October 20th): What is your opinion of the manner in which our text author, Santrock, handles sexuality (Chapter 7). Is it too preachy? Does he tip-toe around issues that should be handled more frankly? Does he focus too much on the negative, and not enough on the positive? Were you embarrassed by any of the coverage? Comment on another’s responses if you like.WEB Discussion ProcessGroup #1 due #2 due #3 due #4 dueWhippets 09/12 (09/19) 10/03 (10/03) 10/18Hotties 09/13 (No takers) 10/054♀+1♂ 09/19 (09/19) 10/04 (10/20)GypsyMafia 09/20 (09/20) 10/07JusticeLeague 09/21 (09/28) 10/17Psyched 09/22 (09/22) 10/12PithHelmets 09/23 (09/23) 10/10MAJACS 09/26 (09/26) 10/13----------Note: Anyone can contribute to any WEB discussion; group members are responsible to summarizing the discussion. The last day to contribute to any discussion is 3 days before the due date. Dates in parenthesis indicate the date handed in. Bolded dates indicate that material handed in was incomplete; more is required.Handout Summary Handout WEB Date Date• 20. Lect. #6: Method I 09/07• 21. Lect. #7: Method II 09/09• 22. Lect. #8: Puberty 09/13• 23. Lect. #9: Piaget 09/16• 24. Lect. #11a: Social Inform. Process. 09/20• 25. Lect. #10: Social Cognition 09/26• 26. Study Guide #5 09/30• 27. Lect. #11: Identity 10/03• 28. Study Guide #6 10/05• 29. Lect. #12a: Gender—Introduction 10/05• 30. Lect #12b: Gender—Theory & Androgyny 10/05Radical Feminism for TykesSupplementary ReferencesRuble, D. N., & Martin, C. L (1998). Gender development. In n. Eisenberg (Vol. Ed.), & W. Damon (Series Ed.), Handbook of child psychology: Vol. 3, Social, emotional, and personality development (5th ed., pp. 933-1016). New York: Wiley.Bem, S. L. (1978). Beyond androgyny: Some presumptuous prescriptions for a liberated sexual identity. In J. A. Sherman & F. L. Denmark (Eds.), The psychology of women: Future directions in research. New York: Psychological Dimensions.Overview: Gender II (A)•Goals: •To make conceptual sense of the gender differences literature? •To review a couple of old theoretical friends and introduce a new & interesting theoretical approach, gnder schema theory. •To acquaint you with the notion of androgyny• Prototypic Question: Why do we imitate same-gender models? •Intersects with text, pp. 208-210 & 216-218Overview: Gender II (B)Lecture•Important “New” Theoretical Positions•Sociobiology•Cognitive Developmental Theory•Contrasted with Social Cognitive Theory•Gender Schema Theory•Androgyny•Bem’s work•Androgynous boys & girlsNext: Lecture #13: Gays & LesbiansOh, How It Almost Was!Sociobiology•Evolutionary principles can explain it ‑‑ gender differences that made for reproductive effectiveness were strengthened. –So women have soft voices and skin because they soothe children–Men have facial hair because it makes them look bigger and fiercer. –Problems: Little difficult to testCognitive Developmental Theory (A)Grew out of Piaget; Kohlberg most important conceptualizer1. Gender-role development depends on cognitive development. •Sex‑role identify has its beginning in the gender cognitively assigned to the child—usually at birth—and subsequently accepted by him/her while growing up. •Children must acquire certain understandings about gender before they will be influenced by their social experiences, such a same-sex models.Cognitive Developmental Theory (B)2. Children actively socialize themselves—they are not merely passive pawns of social influences. At the time when individuals develop a sense of gender constancy (late preschool?), their self‑definition of belonging to one or the other gender results in:Gender‑congruent behaviors being reinforcing Imitation of gender-congruent models. So if we define ourselves as female, we imitative female models. So our self-definition motivates gender‑consistent behavior.Well, maybe!Cognitive Developmental Theory versus Social Cognitive Theory•Social Cognitive Theory (e.g., Bandura) states that individuals gain a sense of gender identity by means of differential reinforcement of gender-appropriate behavior and imitation of same sex models. “I am treated like a boy, so I must be a boy.”•Cognitive Developmental Theory says that certain behavior are imitated and are reinforcing because they are consistent with the gender we have adopted. “Hey, I’m a boy, therefore, I’d better do everything I can to find out how to behave like one.”Gender Schema TheoryDeveloped by Martin & Halverson•We develop gender schemas—the concept of male and female with all it associates—and these schemas determines our gender behavior. That is, an individuals' attention and behavior are guided by an internal motivation to conform to gender‑based sociocultural standards and stereotypes. •For example, we remember information consistent with out gender schema—so, for example, children will distort (misremember) the gender of characters who engage in gender "inconsistent" behavior, such as female doctors, male nurses, and the like.Test of Gender Schema Theory1. Identify a set of gender neutral objects (e.g., pizza cutter, burglar alarm. 2. Arbitrarily identify some of these as guy things and others as gal things.3. Note how much time males and females spend with the two sets of objects.4. Check