Cognitive Explanations

• Cognitive developmental theories refer to the way our thinking changes with age meaning our understanding of the world also gradually changes. As though processes develop we are capable of a more sophisticated understanding of gender
• Kohlberg's cognitive developmental theory : children go through a series of stages in their understanding of gender and these are linked to underlying changes in how the child thinks

  Children develop the ability to conserve (Realise things remain the same regardless of external changes) so understand gender remains constant. Also biological element. As age, biological maturation of the brain so thinking becomes more sophisticated and achieve a better understanding of gender
• Kohlberg's cognitive theory: Social element is also involved. Imitation of other children is important in gender development. Children observe the behaviour of those who of the same sex and model it. Only seek out and model same sex behaviour once they have reached the final stage of gender constancy. COGNITIVE CHANGE then CHANGE IN BEHAVIOUR. Only when children understand gender is constant will they act in a sex-typed way
• Gender Identity (2-3)


  Can correctly identify self as a boy or girl and can label other people as male or female. No specific understanding from labelling and they are not aware gender is permanent
• Gender Stability (4-5)


  Children understand their gender will remain constant. However still become confused with other people - a male with long hair may get mistaken as a female as they are confused by external changes. They also believe a change in gender will occur if they engage in activities associated with the other gender
• Gender constancy (6-7)


  Understanding that gender remains constant along time and situations for everyone. They are no longer confused by changes in external appearances and begin to seek out gender appropriate role models to imitate
• Kohlberg: + Evidence to support sequence of stages


  Slaby and Frey - children presented with split screen images of males and females performing same task. Younger children spent roughly same time watching both genders. Those in gender constancy stage spent longer looking at their gender appropriate model suggesting Kohlberg was correct in his assumption that children in gender constancy will actively seek gender appropriate models to imitate
• Kohlberg : +Evidence to support the role of imitation of same sex models once gender constancy has been reached


  Ruble et al studied 2 groups of children the same age but one group having reached gender constancy and the other group not. Watched a cartoon and in the middle a break where advert was shown. Advert was for a toy modelled by either boys or girls. Later given an opportunity to play with it. Those in gender constancy would only play with the toy if it was modelled by the same sex. Those in gender stability would play with it regardless. Supporting gender constancy and imitation
• Kohlberg : -Research opposing Kohlbergs theory

  Bussey and Bandura found children as young as 4 reported "feeling good" when playing with gender appropriate toys but "felt bad" when playing with gender "inappropriate" toys. Contradicts that children seek out gender appropriate behaviours from age 6 at gender constancy. May actually support gender schema theory which suggests children understand gender appropriate behaviour once understanding they are male or female
• Kohlberg: +Takes a holistic approach to explaining gender development


  Comprehensive and incorporates a number of different approaches. Essentially a cognitive theory emphasising the importance of thought processes

  Incorporates ideas from other approaches such as biological as it involves the biological maturation of the brain which changes thinking

  Also allows a role for learning as observation and imitation of a model occurs once a child has reached the correct stage of cognitive development

  However does ignore other biological such as hormones
• Schema - A term used for mental structures of a set of ideas and expectations developed through experience
• Gender schema - Important schema which is an organised set of beliefs and expectations related to gender and learnt through experience. Guides our understanding of gender and gender appropriate behaviours
• (Gender Schema) From an early age children are actively seeking to understand which behaviours are appropriate for their gender and build schemas for masc and fem behaviour. Children are information processors who actively sort out the information they are exposed to and try to make sense of the world. This starts at 2-3 years of age.
• (Gender Schema) After having a sense of gender identity, children will develop a sense of their own gender as the "in group" and identify with that, rejecting "out group" activities. They pay more attention to information consistent with their own gender and as a result develop a more detailed schema for their own gender. At 8, they develop detailed schemas for both genders
• Gender Schema : + Supporting research

  Martin and Halverson showed children photographs and were tested a week later that consisted of gender consistent and inconsistent photos. Children more likely to remember the photos that showed gender consistent than gender inconsistent. Shows that schemas children develop around gender influence how we remember and process info
• Gender Schema : -Biological factors are ignored


  Theory ignores the role of hormones when explaining gender behaviour. Males have higher levels of testosterone which may cause a higher level of aggression compared to girls who don't have as high levels. This means boys may be more likely to want to engage in aggressive behaviour.

  Van Goozen et al found the transgender males receiving testosterone became more aggressive and transgender females losing testosterone became less aggressive, emphasising the role of hormones
• Gender Schema : -Theory is exaggerated


  Fagot et al compared 27 egalitarian families and 42 traditional families and at 4 years old the children were given a range of gender labelling tasks. Those in traditional families showed more gender role stereotyping than those in egalitarian families. Schemas state we learn through experience but those families who upheld the traditional stereotypes had children who showed gender stereotyping more than egalitarian. Shows that parenting and culture may influence gender understanding in kids
• Gender Schema: Determinism vs Free will


  Example of determinism as it states all children will develop the same schemas as each other from stereotypes. Limits how society can behave and act towards each other

  However is also free will as Bem argues we have free will to reject our gender schemas and behave in the way we wish

  So whilst the theory does describe how gender schemas occur and how that affects behaviour, it fails to explain why some may reject these schemas