1. Why would contradiciting schema i.e. female mechanic, not be noticed by young children
- Gender schema's are rigid and will only pay attention to things that are consistent
- Gender schemas are only based on observation of peers don't understand that level of information yet
- Children only use gender schemas to deal with certain situations
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2. What is the difference between Kohlberg's theory and Martin and Halverson's theory?
- Gender differences in the process
- The ages in which the processes take place
- The amount of stages in the process
3. What problem does this theory address that Kohlbergs theory misses?
- That sex-typed behaviour is there before the understanding of gender constancy
- That sex-types behaviour does not occur until at least 7
- That children do not go through every stage
4. What would children look at the create this gender schema
- role models and their enviroment
- Role models only
- Peers and their behaviours
5. Campbell and Poulin Dubois et al's studies both support eachother, why?
- Children pay attention to same sex stereotyping much earlier
- Children don't see gender until 5
- Gender effects how the child processes the Gender schema
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