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TAMU PSYC 307 - Symbols and Gender Differences
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PSYC 307 1st Edition Lecture 15Overview of Previous Lecture- Critical periods in language development- Humans and language- Bilingual children- Precursors to language development- Semantic knowledge- Types of words Overview of Current Lecture- Nonlinguistic Symbols- Development of Symbol Use- Gender and Sex Differences October 30 – Nonlinguistic Symbols A. Symbola. Some entity that can stand for something other than itself (broad) b. Characteristics i. Meaningful, aesthetically pleasing, intriguing – artworkii. “boring” – written wordc. Symbol-referent relationshipsi. Iconicity – how much symbol itself looks like/resembles what it represents 1. Computer icons 2. Very iconic, or not iconic at all ii. Mapping – one-to-one, one-to-many 1. One-to-one: maps onto one kind of thing (map of Dallas is not useful in NY) 2. One-to-many: build many cars/houses based on one plan B. Development of Symbol Use (CHARS. OF DRAWING NOT ON EXAM)a. Models – DaLoachei. Successful performance requires (little snoopy and big snoopy have all the same things) 1. Memory for location – remember where first snoopy was hidden 2. Mapping from model to room – understand that little room maps onto bigroom3. Understanding relational network between model and room – all the same things ii. Results1. 2.5 year olds – cannot find big snoopy in big room, but can find little snoopy in little 2. 3 years old – 75% successful – make correspondences very clear (ensure that they knew where little snoopy was to start with) iii. Further results1. Size of model and the room a. More similar (in size, physical characteristics) the better kids performed 2. Pictures rather than the model a. 2.5 and 3 year olds actually perform betterb. Dual representation hypothesisi. Children have a difficult time as representing something as an object and a symbol; picture is more abstract and symbol like ii. More object-like something is, the less likely to use it as a symbol iii. The incredible shrinking room study – “shrinking machine” after hiding Terry the Troll 1. Two rooms, two sizes, but they are the same room (big to small)2. Took out symbolic representation – little room doesn’t stand for big room, it IS the big room 3. 2.5 year olds able to find troll after shrinking (memory)3. Experience with the modela. Allowed to play with snoopy and the model prior to test; don’t do as well b. Dollsi. Used to elicit testimony of abuse (get kids to tell you what has happened to them)ii. Can children use dolls to represent self?iii. Doll studies1. Sticker game with dollsa. Put stickers on kid, ask them to put sticker on “their” dollb. 2.5 year olds had poor performance – couldn’t use doll as symbol for themselves i. Resistant to doll representing themselves 2. Report of traumatic incident in daycare C. **CODING OF LOCATION NOT ON TEST October 30 – Sex Differences and Gender Development A. Terminology a. Sex differencesi. Biological (XX and XY; influenced by hormone development)ii. Nature-based differences 1. Androgens – testosterone and precursor to estrogenb. Gender differencesi. Learned or nurture-based differences1. Gender stereotypes – cultural beliefs about appropriate characteristics2. Gender roles – display of gender stereotype in everyday behavior3. Gender typing – association of object, behaviors, activities, traits with biological sex that conform to cultural stereotypes4. Gender identity – perception of the self as masculine or feminine a. Adrogeny – high masculine/feminine characteristics B. Sex (Gender) Differences (some more related to biological differences than others)a. Physical i. Brain size – males have bigger brainii. Strength – males have more muscle mass, develop and maintain muscle moreeasily iii. Sex characteristics – genitalia (primary), puberty development (secondary)iv. Activity level – seen early in development – males show more activity than females1. Actographs 2. Related to testosterone (rats, mice) v. Vulnerability – males more vulnerable than females (across lifespan; experience vs. biology)1. More males conceived, more females born 2. Males more likely to have learning, emotional, physical, psychological deficiencies 3. Males have more health problems (more likely to smoke, have heart attacks, etc)a. Males usually have/had higher risk jobs b. Social i. Play – males; rule bound, active games; females; more verbal, turn taking, fewer rules 1. Early play – built out of stereotypes? Biologically based?ii. Aggression – males more aggressive than females1. Rats, monkeys – related to testosterone levels2. Men overtly more aggressive, females more passive aggressivea. Kind of aggression, definition of aggression and how it is expressed differs iii. Intimacy – little girls have fewer friends, and closer relationships – boys havelarger groups of friends, but not as close or intimate 1. 6 month old babies – gender differences for one vs. multiplea. Social relationships or perceptual preference  relationship preferencesc. Cognitive development (controversial)i. Spatial – differences between spatial understanding do not vary as widely as they used to1. Mental rotation – robust sex differencesii. Verbal – girls develop language before boys do; talk sooner and more 1. No big differences on tests2. Math abilities – few significant differences between girls and boys inmatha. Math performance highly correlated with perception of self, and mother’s perception of daughter’s math abilitiesd. **MORE OVERLAP IN DATA THAN DIFFERNCES BETWEEN BOYS AND GIRLS**C. Gender Identity: theoretical perspectives a. Social learning theory – kids see males and females behaving in different ways, beginto act in those ways  take on those roles (socialization; gender constancy)b. Cognitive development theory – gender constancy (age 5)  behave in certain ways bays c. Social-Constructivist: Gender Schema Theory – kids see males and females behavingin different females; identify as one of the other and take on those traits into your gender identity D. Biological Perspective: hormones and developmenta. Organizational – androgens i. Prenatal – surge of testosterone ( males; another between 0-3 months old)ii. Permanent – organize brain and external genitalia – permanence, long lastingeffectsiii. Critical periods b. Activationali. Post natalii. Transient iii. Secondary to organizational effects 1. Males can develop


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TAMU PSYC 307 - Symbols and Gender Differences

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