Q&A Hero

Q: Between ages 6 and 11 years, A) "feminine" gender identity strengthens among boys; girls' gender identity becomes more androgynous. B) gender-role conformity increases and gender segregation becomes less pronounced. C) "masculine" gender identity strengthens among boys, while girls' gender identity becomes more androgynous. D) gender stereotyping of activities, occupations, and behaviors expands.

Q: Gender-schematic thinking reveals a forceful restriction of knowledge and learning opportunities because A) it develops during infancy and impacts a child's choices much longer than other forces. B) children are exposed to a wide variety of gender-linked associations in society. C) it contributes to gender-atypicality, particularly in boys. D) it is closely tied to genetic factors, which are difficult to modify.

Q: Which of the following examples shows how children attend to schema-inconsistent information? A) Alison sees a picture of a female firefighter but recalls the firefighter as a male. B) Connor plays with highly attractive toys, even when they are labeled for the opposite gender. C) When given a doll, Isabelle is more likely to explore and learn more about it. D) When given a doll, Robert is more likely to play with it if no one is watching.

Q: Gender-schematic thinking is so powerful that when children see others behaving in "gender-inconsistent" ways, theyA) experience a crisis of gender labeling that disrupts peer interactions.B) become more pronounced in their gender segregation as well as gender-role conformity.C) often cannot remember the behavior or distort their memory to make it "gender-consistent."D) object and tell that person not to behave in such a way.

Q: Two preschool-age girls are playing with a train set. An older child walks by and tells them that the train set is a "boy's toy." According to gender schema theory, the A) comment will have no effect on the girls' interest in the train set. B) girls' desire to play with the train set will probably diminish. C) girls' desire to play with the train set will probably increase. D) comment will confuse the girls, as they have not yet developed gender-typed interests.

Q: If 9-year-old Carlos is a gender-aschematic child, he will A) always view the world in gender-linked terms. B) prefer "feminine" toys over "masculine" toys. C) prefer "masculine" toys over "feminine" toys. D) seldom view the world in gender-linked terms.

Q: When Kayla sees a truck on the floor she wonders, "Should girls play with trucks?" She decides to leave the truck on the floor and looks for a different toy. Kayla is A) not using a gender-salience filter. B) using an interest filter to determine with what to play. C) a gender-aschematic child. D) a gender-schematic child.

Q: At an early age, children pick up gender-stereotyped preferences and behaviors from others and organize these experiences into __________ that they use to interpret their world. A) gender-appropriate beliefs B) gender schemas C) gender intensification D) gender-typical beliefs

Q: Gender schema theoryA) separates the effects of gender stereotyping, gender identity, and gender-role adoption on children's behavior.B) highlights the importance of androgyny for psychological well-being across the lifespan.C) integrates gender stereotyping, gender identity, and gender-role adoption into a unified picture of how masculine and feminine orientations emerge.D) maintains that gender stereotyping and gender-role adoption are most influential in adolescence and emerging adulthood.

Q: Although Kyra was considered a "tomboy" in early and middle childhood, by high school, she became interested in wearing makeup and feminine clothes. Kyra's situation is an example of gender A) intensification. B) consistency. C) stability. D) endurance.

Q: Abu is a gender-atypical child who feels intense pressure to conform to his gender role. Abu is likely to display A) gains in self-esteem during middle childhood. B) "feminine" behavior at home and "masculine" behavior with his peers. C) aggressive, acting-out behaviors. D) characteristics such as withdrawal, sadness, and anxiety.

Q: Manisha reports feeling satisfied with being a girl. Manisha can be considered A) a gender-contented child. B) a gender-typical child. C) gender-discontented. D) an adolescent.

Q: When asked to self-evaluate her gender identity, Lulu says she feels similar to other girls. Lulu can be described as a gender-__________ child. A) contented B) typical C) stereotyped D) atypical

Q: Which of the following statements is true regarding gender identity in middle childhood?A) Boys are more likely than girls to describe themselves as having "other-gender" characteristics.B) Boys are more likely than girls to rate "masculine" occupations as having higher status than "feminine" occupations.C) Girls strengthen their identification with "feminine" characteristics, while boys' identification with "masculine" characteristics declines.D) Girls are more likely than boys to consider future work roles stereotyped for the other gender.

Q: __________, not social experience, is largely responsible for young children's difficulty grasping the permanence of sex. A) Language development B) Cognitive immaturity C) Parenting style D) Exposure to formal education

Q: Mastery of gender __________ is associated with the attainment of conservation. A) typing B) equality C) constancy D) stereotyping

Q: At age 6, Edda understands that a person's sex remains constant, even if that person dresses in "cross-gender" clothes or engages in nontraditional activities. Edda is in which stage of gender-constancy development? A) androgyny B) gender stability C) gender consistency D) gender labeling

Q: Three-year-old Amanda is asked whether she can be a boy if she wants to. She answers, "Yes." Amanda is in which stage of gender-constancy development? A) androgyny B) gender consistency C) gender stability D) gender labeling

Q: Deena understands that a person's sex remains the same even if clothing, hairstyle, and activities change. Deena is demonstrating an understanding of genderA) labeling.B) constancy.C) stability.D) consistency.

Q: According to social learning theory, __________ comes before __________ in the development of gender identity. A) behavior; self-perception B) behavior; gender labeling C) self-perception; behavior D) gender constancy; gender disposition

Q: "Masculine" and androgynous children and adults __________ than "feminine" individuals. A) are less self-confident B) tend to be more affectionate and cheerful C) experience more emotional difficulties D) have higher self-esteem

Q: Haruko scores high on both masculine and feminine personality characteristics. Haruko is displaying A) a gender stereotype. B) gender-atypicality. C) gender congruence. D) androgyny.

Q: Researchers can measure gender identity during __________ because self-concepts begin to emphasize psychological dispositions over concrete behaviors. A) toddlerhood B) early childhood C) middle childhood D) adolescence

Q: According to a British study on siblings and gender typing, which of the following children is likely to be the most gender-typed?A) David, who has an older brotherB) Devon, who has no siblingsC) Debbie, who has an older brotherD) Daniel, who has an older sister

Q: Which of the following statements is true about sibling influences on gender typing? A) Younger siblings tend to have a significant and lasting impact on older siblings' gender typing. B) Sibling effects on gender typing are more complex than peer influences because they depend on birth order and family size. C) Contrary to popular belief, birth order and family size have little, if any, impact on children's gender typing. D) Children with same-sex siblings are less gender-typed than children with no siblings.

Q: A six-month follow-up of children who received active intervention in teaching them to challenge peer sexist comments showed that girls were more likely to A) confront boy peers who made comments than their girl peers. B) use physical force against a peer who made a sexist remark than girls who had not received active intervention. C) attain a gender-stereotype flexibility that extended beyond behavior to their attitudes. D) fail to confront peers who made sexist remarks.

Q: In experiments that tested how best to help children confront peers who made sexist remarks, which of the following approaches was most successful? A) teaching children appropriate retorts to sexist remarks and then having them actively practice with peers B) modeling gender-equitable interactions for the children C) reading stories of examples of appropriate responses to sexist remarks, followed by a discussion of the behaviors and responses D) instructing children how to use polite requests and persuasion

Q: Why is it difficult for adults to modify gender stereotyping that occurs within children's peer groups? A) Gender-typed remarks are inevitable in both boys and girls. B) Biological sex is a legitimate basis for limiting individual roles and behaviors within peer groups. C) Children's sexist statements often occur out of adults' earshot. D) Children are too confused by behaviors that fall outside of traditional gender roles.

Q: Mr. Donnelly wants to reduce gender stereotyping in his classroom and has decided to form mixed-sex activity groups. To be successful, however,A) a token system of reward and punishment must be established.B) interventions may have to modify the styles of social influence typically learned in same-sex peer relations.C) he must delegate specific activities to boys and girls.D) boys and girls must learn how to behave like the other sex.

Q: Jill most likely uses __________ and __________ to get her way with her classmate Jack. A) commands; threats B) physical force; coercion C) pleading; whining D) polite requests; persuasion

Q: Six-year-old Qualo frequently crosses gender lines, preferring to play with dolls than cars or trucks. How will Qualo's peers likely respond to his behavior? A) Girls will be more critical of Qualo's behavior than boys. B) Boys will try to find common interests with Qualo so everyone can play together. C) Even if Qualo does engage in "masculine" activities, he will be ostracized by other boys. D) Boys will defend Qualo's right to play with dolls instead of cars or trucks.

Q: Zara has a career-oriented mother. Compared to other girls, Zara is more likely to A) view her mother as distant and unavailable. B) have higher educational aspirations. C) have lower educational aspirations. D) have lower self-esteem and achieve poorly in school.

Q: Gender stereotypes are especially prevalent in A) countries like Sweden where an "equal roles family model" is emphasized. B) dual-earner families. C) middle- and high-SES households. D) cartoons, music television, TV commercials, and video games.

Q: Rochelle's favorite television shows have families where the mothers do not work. She also notices that most of the teachers in her elementary school are female. Rochelle is developing gender-typed beliefsA) through observational learning.B) through direct instruction by teachers and the media.C) that are biased against males.D) that will help her interact more effectively with the other sex.

Q: In a study in which researchers presented school-age children, adolescents, and college-age students with visual and verbal descriptions of various occupations, males of all ages were especially attracted to jobs depicted as __________, and females were attracted to jobs __________. A) conforming to traditional gender roles; seen as more novel B) highly paid; high in altruism C) science-based; power-based D) gender congruent; gender incongruent

Q: Which of the following statements is true regarding differential treatment of boys and girls by teachers? A) Teachers give more overall attention to boys than to girls. B) Teachers tend to praise girls more for their academic knowledge. C) Teachers discourage unruliness more frequently and forcefully with girls. D) When boys misbehave, teachers are more likely to negotiate.

Q: In classrooms, men and women teachers alike value obedience and discourage assertiveness. This is referred to as A) gender congruence. B) a "masculine bias." C) a "feminine bias." D) gender typicality.

Q: Preschool and elementary school teachers tend to reinforce A) "masculine" behavior in boys and "feminine" behavior in girls. B) assertive behavior in the classroom, particularly between other-sex peers. C) children of both sexes for "masculine" rather than "feminine" behavior. D) children of both sexes for "feminine" rather than "masculine" behavior.

Q: Parents tend to be especially committed to ensuring the gender typing ofA) sons more so than daughters.B) children of the other sex from themselves.C) children of their own sex.D) daughters more so than sons.

Q: Which of the following statements is true about differential treatment of sons and daughters by parents? A) Fathers more than mothers encourage "gender-appropriate" behavior. B) Mothers more than fathers encourage "gender-appropriate" behavior. C) Mothers more than fathers place more pressure to achieve on sons than on daughters. D) Both mothers and fathers place more pressure to achieve on sons than on daughters.

Q: In homes where fathers devote as much or more time to child care as mothers, A) the result is feminine behavior in boys and masculine behavior in girls. B) children tend to be more gender-typed in emotional expression. C) sons tend to be more emotionally sensitive and daughters more self-confident. D) daughters are likely to judge themselves as less competent.

Q: Which of the following chore assignments gives greater freedom? A) Jim's daily job is to pick up milk from the store on his way home from school. B) Jeff earns extra money by caring for his siblings when his parents work late. C) Valerie does laundry for the entire family without assistance. D) Deb helps her mother cook dinner every night.

Q: Eight-year-old Jasmine's parents grant her little autonomy. This could cause Jasmine to A) feel very safe, secure, and protected. B) become rebellious and defiant. C) develop feelings of incompetence. D) have an overly inflated ego.

Q: Mr. and Mrs. Merkle have a daughter and a son. They are most likely toA) work hard to assign "cross-gender" chores to their children to avoid gender stereotyping.B) assign their son chores that keep him close to home but allow their daughter to engage in activities that take her further into the community.C) pair control with autonomy for their daughter and engage in restrictive parenting with their son.D) use more directive speech with their daughter and grant their son more autonomy.

Q: A parent who uses imperatives and specific suggestions in everyday life is most likely the parent of a A) son. B) teenager. C) daughter. D) son and a daughter.

Q: In one study, investigators had 10- and 13-year-olds and their mothers and fathers choose courses for the children to take when they reached secondary school. Results showed that parents selected more __________ courses for daughters and more __________ courses for sons. A) language arts; science B) math; science C) science; social studies D) language arts; math

Q: Mrs. Hung believes that her daughter Yuri is very competent at math. Mrs. Hopper believes that her daughter Shayla lacks competence at math. Which of the following statements about Yuri and Shayla is probably true? A) Neither Yuri nor Shayla will perceive herself as competent at math. B) Shayla will work harder than Yuri to improve her math performance. C) Yuri is more likely than Shayla to choose a physical science career. D) Shayla is more likely than Yuri to choose a physical science career.

Q: In longitudinal research, mothers rated first-grade __________ as more competent than __________ at __________, regardless of their child's actual performance. A) daughters; sons; science B) sons; daughters; language arts C) daughters; sons; math D) sons; daughters; math

Q: Observations of mothers and fathers interacting with their youngsters in teaching situations reveal that parents continue toA) demand greater independence from girls than boys.B) demand greater independence from boys than girls.C) emphasize emotions and feelings with boys more so than with girls.D) emphasize emotions and feelings with girls more so than with boys.

Q: In a study of mother"child conversations, mothers who overwhelmingly believed in gender equality A) had children who displayed fewer generic utterances than mothers who were gender stereotyped. B) purposely worked to instill those ideas in their children while reading storybooks. C) frequently affirmed children's stereotypical comments about gender. D) had children who displayed fewer gender-stereotyped comments in conversations with their peers.

Q: Statements like "Boys can be firefighters" and "Most girls don"t like playing football" are examples of A) observational learning. B) generic utterances. C) expressive traits. D) gender schemas.

Q: When mothers label gender, either with nouns or with pronouns, these statements A) prevent the use of generics in children's language. B) promote gender-neutral thinking in children. C) can confuse children about what it means to be male versus female. D) encourage toddlers to sort their social world into gender categories.

Q: Research findings suggest that language is __________ teach children about gender stereotypes and gender roles. A) a powerful indirect means to B) the only method to C) the primary means through which parents D) not a factor in the way that parents

Q: Parents who give their sons toys that stress action and competitionA) encourage aggression and antisocial behavior in their children.B) also provide their daughters with toys that stress action and competition.C) encourage gender-specific play activities and behaviors.D) promote gender-typing more strongly during middle childhood than preschool.

Q: Parents actively reinforce __________ in boys and __________ in girls. A) supportive talk; demands for attention B) independence; dependency C) closeness; emotionality D) emotional sensitivity; emotional restraint

Q: Which of the following children most likely receives more direct training in gender roles? A) Carole, age 4 B) Cindy, age 8 C) Jan, age 12 D) Marcia, age 16

Q: Which of the following statements is true regarding the relationship between parenting and gender roles? A) Differences in the way parents socialize boys and girls are very large. B) Younger children receive more direct training in gender roles than do older children. C) In infancy and early childhood, parents tend to discourage gender-specific play activities and behaviors. D) During childhood and adolescence, parents hold similar perceptions and expectations of their sons and daughters.

Q: When asked about attitudes toward "cross-gender" behavior, parents of preschoolers responded A) more negatively to the idea of girls than of boys crossing gender lines. B) positively to the idea of girls crossing gender lines. C) equally negatively to the idea of boys and girls crossing gender lines. D) more negatively to the idea of boys than of girls crossing gender lines.

Q: Twenty-year-old Neil is asked to observe an infant wearing only a diaper, and is told the baby is a girl when in fact it is a boy. What traits will Neil most likely use to describe the baby?A) firm, strongB) well-coordinated, hardyC) delicate, with fine featuresD) very alert, perceptive

Q: In __________, the testes produce normal levels of androgens, but androgen receptors in body cells are partially or completely impaired. A) congenital adrenal hyperplasia B) androgen insensitivity syndrome C) Klinefelter syndrome D) androgen deficiency syndrome

Q: Natalie is a girl with congenital adrenal hyperplasia. She will most likely A) show lower activity levels than other girls. B) prefer girls as playmates more than boys. C) experience an insecure gender identity. D) prefer cars, trucks, and blocks more than dolls.

Q: __________ causes the adrenal system to produce unusually high levels of __________ from the prenatal period onward. A) Diabetes; blood sugar B) Congenital adrenal hyperplasia; androgens C) Congenital adrenal hyperplasia; estrogen D) Anoxia at birth; androgens

Q: In one study, prenatal levels of the androgen hormone testosterone, A) contributed to the tendency to evaluate members of one's own sex more negatively during adolescence. B) showed little or no correlation to gender-stereotypical behavior of either gender during the school years. C) positively predicted "masculine"-style play in both boys and girls when they were followed up during middle childhood. D) predicted which males would withdraw from other males who initiated rough, physical play.

Q: Throughout the school years, children show a strong preference forA) same-sex peers.B) large-group play.C) quiet activities involving cooperative roles.D) other-sex peers.

Q: Androgens are administered prenatally to a female cat. What outcome could be expected? A) a decrease in active play B) a decrease in aggression C) suppression of maternal caregiving D) an increase in nesting behavior

Q: Animal research shows that __________ increase(s) active play in both male and female mammals. A) prenatally administered estrogen B) limited exposure to females C) encouragement of cross-gender socialization D) prenatally administered androgens

Q: Because cross-cultural findings on the reversals of traditional gender roles are inconclusive, a more direct test of the importance of biology on gender typing could be achieved by A) testing the impact of sex hormones on gender typing. B) studying adolescent boys and girls in tribal villages. C) observing infant behavioral preferences immediately after birth. D) observing other-sex play in children who score high in androgyny.

Q: Peter is a Swedish adolescent. He is likely to view gender roles as a A) development of inborn traits. B) set of rights or duties of each sex. C) set of highly fluid, ill-defined concepts. D) matter of learned tasks and domain of expertise.

Q: To encourage fathers to take more responsibility for child rearing, Sweden has institutedA) "daddy day care."B) "daddy leave."C) "daddy-months."D) "daddy time."

Q: According to the Swedish "equal roles family model," A) husbands should be more responsible for housework and child care than wives. B) wives should be more responsible for housework than husbands, while husbands should be more responsible for children than wives. C) stay-at-home wives and mothers should earn a salary for their child-care and household responsibilities. D) husband and wife should have the same opportunity to pursue a career and should be equally responsible for housework and child care.

Q: Girls in the Nyansongo settlement in Kenya are afforded more freedom and independence than most cultures, which leads them to score higher than A) boys of other tribal and village cultures in dominance, assertiveness, and playful roughhousing. B) boys in caregiving responsibilities and emotional support. C) girls of other tribal and village cultures in dominance, assertiveness, and playful roughhousing. D) girls of other tribal and village cultures in androgyny.

Q: Cross-cultural findings reveal that most societies promote A) the genetically primed dominance of females. B) instrumental traits in males and expressive traits in females. C) the competition for mates among females. D) greater androgynous behavior among males than females.

Q: According to an evolutionary perspective, the adult life of our male ancestors was largely oriented toward A) competing for mates. B) hunting for food. C) protecting the clan. D) child rearing.

Q: In a study examining 18-month-old girls' and boys' looking times at vehicles and dolls, researchers found thatA) boys looked longer than girls at the dolls, whereas girls looked longer than boys at the vehicles.B) boys and girls spent equal amounts of time looking at the dolls and the vehicles.C) both boys and girls looked longer at the vehicles than the dolls.D) girls looked longer than boys at the dolls, whereas boys looked longer than girls at the vehicles.

Q: Gordon, an African-American male, is used to seeing the women in his family going to work every day. As a result, Gordon will most likely A) believe that women should stay at home and take care of children. B) expect to be a stay-at-home father when he becomes an adult. C) hold rigid stereotypes of males and females. D) hold less stereotyped views of females than do Caucasian-American children.

Q: In adolescence and adulthood, higher-SES individuals tend to hold more __________ gender-stereotyped views than their lower-SES counterparts. A) flexible B) rigid C) favorable D) unfavorable

Q: Which of the following children would be judged most harshly by other children? A) Monica, who does not like to play with dolls B) Kate, who likes to play football C) Roger, who likes to play with dolls D) Eric, who does not like to play with younger children

Q: Which of the following statements is true about gender-stereotype flexibility? A) Acknowledging that boys and girls can cross gender lines does not mean that children always approve of doing so. B) Western children are especially tolerant when boys engage in "cross-gender" acts. C) Boys are more likely than girls to engage in "cross-gender" acts. D) Once children are old enough to acknowledge that boys and girls can cross gender lines, they always approve of doing so.

Q: By the end of the school years, most children view gender-typed behaviorA) as inborn and fixed.B) as socially influenced.C) as unaffected by home rearing environments.D) in mostly the same manner as they did at age 5.

Q: Gender-stereotype flexibility rises as children develop A) an understanding that males and females have different abilities and preferences. B) noticeable physical and pubertal changes. C) social skills that enable them to work and play with members of the other sex. D) the cognitive capacity to integrate conflicting social cues.