THE PROCESS OF SEX-ROLE DEVELOPMENT IN TODDLERS

几年来，包括我在内的研究人员一直试图研究 通过观察所提供的强化和模型来发展性别角色 家长、老师和同龄人对儿童的影响。 虽然这些研究 记录了性别决定的社会化的存在，他们已经做了 几乎没有记录发展过程本身，因为我们仍然没有 了解孩子如何实际使用父母和其他人的信息 提供它们。 不知何故，孩子必须筛选收到的信息， 消除收缩，并接受他或 她准备好了。 我们的假设是性别类型的社会化 在孩子开始获得性别之前， 类别 为了验证这个假设，我们设计了一个简单的性别 辨别任务和性别识别任务， 很小的孩子对性别的理解。 我们还开发了 用于家庭和同伴的交互式实时行为代码 游戏小组 我们相信我们已经分离出了 建立性别关系的适当年龄范围 标签和性别角色行为。 对孩子的理解 内部处理将允许我们询问有关有效性的问题， 和父母养育技术的适当性。 通过知道如何和为什么 孩子对父母的反应，我们现在能够认识到， 父母的社会化技巧会影响孩子。 我们计划测量 父母对孩子的养育和孩子的社会行为都在两个方面 设置和使用不同的措施。 什么样的互动模式有助于 孩子会发展积极的社会行为吗？ 是否有性别决定的 家庭过程的差异导致了不同的模式， 在我们的研究中， 实验室 我们认为我们有技术来记录 当父母发展出特别有效的技术， 社会化就出了问题

For some years investigators, myself included, have attempted to study sex-role development by observing the reinforcements and models provided children by parents, teachers and peers. While these studies have documented the existence of sex-determined socialization, they have done little to document the processes of development itself, for we still do not understand how children actually use the information parents and others provide them. Somehow, a child must screen the information received, eliminating the contractions and accepting those portions for which he or she is ready. It is our hypothesis that sex-typed socialization really doesn't produce an effect until a child has started to acquire gender categories. To test this hypothesis, we have designed a simple gender discrimination task and a gender recognition task which allow us to test very young children for understanding of gender. We have also developed interactive, real-time behavior codes for use in the home and in peer playgroups. We believe that we have isolated the beginning of the appropriate age range for establishing a relationship between gender labelling and sex-role behaviors. The understanding of the child's internal processing will allow us to ask questions about the effectiveness and appropriateness of parental rearing techniques. By knowing how and why a child responds to its parents, we are now able to recognize how the parents' socialization techniques effect the child. We plan to measure both the parents child rearing and the child's social behavior in two settings and using different measures. What patterns of interaction help a child develop positive social behaviors? Are there sex-determined differences in family processes which lead to the different patterns of problem behaviors in boys and girls that we have observed in our laboratory. We think that we have the techniques to document what occurs when parents develop particularly effective techniques and when the process of socialization goes awry.