PS287 Lecture Notes - Lecture 11: Meta-Analysis
Document Summary
Recurring themes: sex of people with whom one interacts is key, although often humourous, focus on explanation, little research on lgbtq (mostly male/female) Girls more likely to play in dyads, boys in groups. Boys and girls prefer to play with same-sex peers. Same-sex peer preference starts earlier among girls (age 3) but becomes stronger among boys (by age. Same-sex play is more gender-stereotyped than mixed-sex play; exacerbated differences in play styles. Mixed-sex play has potential to reduce stereotypes. Boys" and girls" play and communication styles not always compatible: pro-social dominance (girls): express agreement, take turns speaking, acknowledge feelings, egoistic dominance (boys): interrupt one another, threaten, don"t cooperate, try to top each teach younger children other"s stories. Girls find it difficult to influence boys (polite suggestions, use authority figures to help: girls tend to use proximity too authority figure to help them feel like they have support by that authority figure.
