THE PROCESS OF SEX-ROLE DEVELOPMENT IN TODDLERS

幼儿性别角色发展的过程

• 批准号: 3314569
• 负责人: BEVERLY I FAGOT
• 金额: $ 6.91万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 1983
• 资助国家: 美国
• 起止时间: 1983-07-01 至 1986-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/3314569
• 关键词: behavior test; child behavior; child psychology; child rearing; neural information processing; preschool child (1-5); questionnaires; sex roles; social behavior; socializations

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.

多年来，包括我在内的调查人员一直在尝试研究

项目成果

Gender identity: some thoughts on an old concept.

性别认同：对旧概念的一些思考。

• DOI: 10.1016/s0002-7138(10)60110-0
• 发表时间: 1985
• 期刊: Journal of the American Academy of Child Psychiatry
• 作者: Fagot,BI;Leinbach,MD
• 通讯作者: Leinbach,MD

Differential reactions to assertive and communicative acts of toddler boys and girls.

幼儿男孩和女孩对自信和交流行为的不同反应。

• 发表时间: 1985
• 期刊: Child development
• 影响因子: 4.6
• 作者: Fagot,BI;Hagan,R;Leinbach,MD;Kronsberg,S
• 通讯作者: Kronsberg,S

THE YOUNG CHILDS GENDER SCHEMA - ENVIRONMENTAL INPUT, INTERNAL ORGANIZATION

• DOI: 10.2307/1130731
• 发表时间: 1989-06-01
• 期刊: CHILD DEVELOPMENT
• 影响因子: 4.6
• 作者: FAGOT, BI;LEINBACH, MD
• 通讯作者: LEINBACH, MD