Cognitive theories of early gender development.
Cognitive theories of early gender development.
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早期性别发展的认知理论。
DOI：
10.1037/0033-2909.128.6.903
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发表时间：
2002
影响因子：
22.4
通讯作者：
Szkrybalo,Joel
中科院分区：
文献类型：
--
作者：
Martin,CarolLynn;Ruble,DianeN;Szkrybalo,Joel
认知的观点（认知发展理论和性别图式理论）的贡献，以当代的性别发展的理解进行评估。最近的认知方法的批评进行了讨论，并提出了实证证据来反驳这些批评。鉴于早期性别发展在认知发展中的重要地位，本文综述了婴幼儿性别辨别和性别相关特征学习的最新研究。认知方法的本质强调性别概念的动机后果;积极的，自我发起的发展观;并专注于发展模式突出和对比社会认知的观点。本文阐述了认知理论在性别发展领域的价值，并就如何构建全面、综合的性别发展观提出了建议。
The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the sexes and learn the attributes correlated with sex. The essence of cognitive approaches—emphasis on motivational consequences of gender concepts; the active, self-initiated view of development; and focus on developmental patterns—is highlighted and contrasted with social-cognitive views. The value of cognitive theories to the field is illustrated, and recommendations are made concerning how to construct comprehensive, integrative perspectives of gender development.