Chapter 12 Collective Notes - PowerPoint Presentation

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Chapter 12Collective Notes

2013

Developmental Psychology

Osage - NIACC

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Section 1- Biological, Social, and Cognitive influences on Gender

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Vocab

Gender – characteristics of people as females or males

Gender identity – sense of one’s own gender with knowledge of actual gender

Gender role – set of expectations that prescribe how females/males think act or feel

Gender typing – acquisition of traditional male/female role

Estrogens – sex hormones that develop female sex characteristics & regulate menstrual cycle

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Vocab Continued

Androgens – primarily promote the development of male genitals and secondary sex characteristics

Social role theory – psychological gender differences resulting from the different role of men and women

Psychomalytic

theory of gender – preschool child develops sexual attractions to parent of opposite gender

Social cognitive theory of gender - gender development occurs through watching & imitating mature role models

Gender schema theory – gender typing emerges as children develop gender schemas of what is gender appropriate or inappropriate

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Biological Influences

1920’s- confirmed existence of human sex chromosomes- XX= females, XY= Male

Estrogen- females, Testosterone- Males

Evolutionary Psychology View

Natural selection favors males with short- term mating strategies, favoring violence, competition, risk taking

Natural selection favors females with good parenting and choosing male to support family

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Hormone Defects

Sexual reassignment

Ex: boy loses penis, surgically becomes girl

Pelvic Field Defect- boys

Missing penis= raised as girls

Androgen- Insensitive Males

No androgen cells (type of testosterone)

Bodies look female

Congenital Adrenal Hyperplasia- girls

Enlarged adrenal glands= high levels of androgens

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Social Influences

Alice

Eagly

(social role theory) – women perform more domestic work and are in more hours of paid unemployment, receive lower pay

Women adapted roles w/ less power and less status, more cooperative, less dominant

Parents influence gender development – punishments to teach daughters to be feminine, sons to be masculine

Mothers more involved than fathers unless they have a son; mothers more caregiving while fathers more leisurely

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Social Influences

Mothers socialization strategies – daughters more obedient and responsible than sons

Fathers – more attention to sons than daughters: more attention to sons

Learn gender from observing adults

Play with same sex from 4 to 12 years of age

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Cognitive Influences

Observation, imitation, rewards and punishment are mechanisms by which gender develops according to social cognitive theory

Interactions between the child and social

environment are main keys to gender development

Gender schema organizes the world in terms of female and male

Children pick up what is gender appropriate/inappropriate bit by bit

Cognitive factors contribute to the way children think and act as males and females

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Section 2

Gender Stereotypes, Similarities, and Differences.

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Gender Stereotypes

General impressions and beliefs about females and males.

Masculinity-independent, aggressive, and power oriented.

Femininity-warm and sensitive.

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Developmental Changes

Gender stereotyping continues to change during middle and late childhood and adolescence.

Children expanded in the range and extent of their gender stereotyping during middle and late childhood.

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Gender Similarities and Differences.

3 Categories:

Physical

Woman have 2X fat of men

Males are generally 10% taller

Cognitive

Males have better

visuospatial

skills

Girls scored higher than boys in literacy skills

Socioemotional

Males are more aggressive.

Females express more emotion.

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Gender Controversy

David Buss says that gender differences are extensive and caused by adaptive problems people have faced across evolutionary history.

Janet

Shibley

Hyde argues that research says that females and males are similar in most psychological factors.

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Gender in Context

Males are more likely to help in dangerous situations.

Helping someone stranded on the side of the road with a flat tire.

Females are likely to help when little danger is present.

Helping a child with a personal problem.

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Gender Development through the Lifespan

Ch. 12, Sec. 3

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Childhood

Boys receive earlier more intense gender socialization than girls.

Harder time deviating from the expected male role than girls.

EX. A girl wearing a little girl wearing a cowboy hat pretending to herd cattle, compared to a boy wearing a dress and

jewely

pretending to cook dinner.

Which of these do you have more of a reaction to?

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Adolescence

Gender- intensification hypothesis- psychological and behavioral differences between boys and girls become greater during adolescence, because of pressure to be their own gender roles.

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Adulthood and Aging

Rapport Talk- language of conversation, connections and relationships (social)

Report Talk- talk to give information

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Women’s Development

Prefer rapport talk

Place high

v

alue on relationships and nurture

Try to interact with others in ways that will foster the other’s development

Important to be self-motivated

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Men’s Development

Live 8-10 years less than women

Higher rates of stress, alcoholism, car accidents, suicide, and homicide

Expected male role should be dominant, powerful, aggressive, and control women

“Real men” look at women for body, not mind.

Belive

men are greater than women.

Expected male role have little emotional or positive connections with other males

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Aging

Poverty rate for older females is almost double older males

Older women have double jeopardy of ageism and sexism

Men get more feminine as they age (sensitive and caring)

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Exploring Sexuality

By: Rebekah,

Sharline

, Jenna, and Alisha

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Biological factors

Classified two main classes of sex hormones estrogens and androgens

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Sexual Behaviors

Individualized in humans

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Sexual Scripts

Stereotyped patterns of expectances of how people should behave sexually

EX: traditional, and romantic

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Sexual orientation

No differences in attitudes how often people have sex behavior and what acts they prefer

EX: bisexual, heterosexual, homosexual

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STI’s

Diseases primarily contracted through sex.

1 in 6 adults have an STI

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Sexual orientation

Same sex heterosexual, or bisexual, combined of genetic hormonal, cognitive environmental factors

Most are Penile, and Vaginal

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Rape

Forceful sex with a person not given consent

On average of 200,000 rapes per year.

Most are women

Most rapists- aggression enhances their sense of power they want to their or humiliate their victim.

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Sexual Harassment

Manifestation of power of one person over another

Inappropriate sexual remarks

Physical contact

Patting, or brushing against ones body or sexual assault

Often occurs in work or educational settings

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Sexuality Through the Life Span

Section 5

Nathen

Sam Lucas

Brrrrrr

Ice

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Children

Majority of children engage in sex play

Exhibiting/inspecting genital

Curiosity

Decline in curiosity in elementary

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Adolescence

Time for sexual exploration

Think about sexually related things

In US lots of exposure to sex

Try to form sexual identity

Early sexual activities correlate with higher STDs drug use and delinquency

Cognitive: 2 factors attention and self regulation

Lot of contributing factors: Including spirituality

Growth of use in contraception correlates with decrease in adolescent pregnancy

Health risk (psychological

ect

.) come with teen pregnancy

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Adulthood

More then 60% have had sex before 18

Climacteric – midlife transition fertility

Menopause- women cease

menstruatin

Loss of hormones men and women age 50 – 60