Gender Exam 3

74 Questions

Settings
Please wait...
Gender Quizzes & Trivia

Questions and Answers
  • 1. 
    Please select Condry & Condry's (1987) question.
    • A. 

      How do boy-girl dyads resolve conflicts?

    • B. 

      Do parents' endorsements of gender stereotypes influence daughters' susceptibilities to stereotype threat?

    • C. 

      How do mothers and fathers respond to emotions in their at-risk children?

    • D. 

      Will the presence of an observer influence toy preference in gender schematic and gender aschematic children?

    • E. 

      Does gender labeling influence emotional response ratings?

  • 2. 
    Please select all that apply to Condry & Condry's (1987) methods.
    • A. 

      Eight-year-olds were paired into same-sex or cross-sex dyads with equal math ability and asked to make a total value of 100 out of tokens.

    • B. 

      Participants viewed and rated type and intensity of an infant's emotional reactions to a teddy, a doll, a buzzer and a jack-in-the-box.

    • C. 

      Half the children were told one value of the tokens, the other half were told a different value.

    • D. 

      Daughters listened to a story in a stereotyped or non-stereotyped condition and asked to make a drawing afterward.

    • E. 

      Half of the participants were told the infant was a girl, the other half were told the infant was a boy.

    • F. 

      Children play blockhead with their parents at ages 4 and 6. Parent and child emotional reactions were recorded.

    • G. 

      Gender schematic and gender aschematic preschoolers' play time recorded with attractive and unattractive masculine and feminine toys in an observed and unobserved condition.

  • 3. 
    Please select all results that apply to the Condry & Condry (1987) study.
    • A. 

      Boys used more controlling behaviors; Girls used more affiliative acts.

    • B. 

      Concrete displays of fear or pleasure did not influence usage of stereotypes.

    • C. 

      Stereotype hindered performances on math tasks for girls whose mothers believed in gender stereotypes.

    • D. 

      In ambiguous situations, boys were labeled 'angry' and girls were labeled 'scared.'

    • E. 

      Girls displayed more submissive behaviors than boys.

    • F. 

      Aschematic children spent more time playing with unattractive gender-consistent toys when observed than when unobserved; effect for girls was marginal.

    • G. 

      Fathers paid more attention to disharmonious emotion display than submissive emotions.

  • 4. 
    Select all implications that apply to the Condry & Condry (1987) study.
    • A. 

      Gender aschematic children exaggerated their toy play preference to compensate for their aschematicity in observed conditions.

    • B. 

      Mothers' beliefs, but not fathers', have a role in daughters' susceptibilities to gender stereotypes.

    • C. 

      Adults rely on gender stereotypes to interpret infant emotions in ambiguous situations.

    • D. 

      In children, there are cultural differences as well as status differences between the sexes.

    • E. 

      Attention to submissive emotional display correlated with an increase in display of these emotions.

  • 5. 
    The Parent X Child Model does not adopt the interactionist framework.
    • A. 

      True

    • B. 

      False

  • 6. 
    The _____________ _______________ is the belief that socialization is the result of complex social and biological systems.
  • 7. 
    The interactionist framework combines the Transactional and Interactional models to explain how parents socialize their children.
    • A. 

      True

    • B. 

      False

  • 8. 
    Please select all statements that correctly apply to the term "Transactional Model."
    • A. 

      A reaction

    • B. 

      Bidirectional

    • C. 

      Unidirectional

    • D. 

      A reaction to a reaction

  • 9. 
    Please select all statements that correctly apply to the term "Interactional Model."
    • A. 

      A reaction

    • B. 

      Bidirectional

    • C. 

      Unidirectional

    • D. 

      A reaction to a reaction

  • 10. 
    ___________ _____________ is the process by which children and other novices learn to use language in ways that fit a culture's norm of appropriate feminine and masculine behaviors.
  • 11. 
    Children that use referential language use more social phrases and expressions.
    • A. 

      True

    • B. 

      False

  • 12. 
    Children that use expressive language refer to more nouns and employ more labeling behavior.
    • A. 

      True

    • B. 

      False

  • 13. 
    Boys tend to use referential language and girls tend to use expressive language.
    • A. 

      True

    • B. 

      False

  • 14. 
    Please select Lehman et al. (2005)'s question.
    • A. 

      How do mothers and fathers respond to emotions in their at-risk children?

    • B. 

      How do boy-girl dyads resolve conflicts?

    • C. 

      Does gender labeling influence emotional response ratings?

    • D. 

      Will the presence of an observer influence toy preference in gender schematic and gender aschematic children?

    • E. 

      Do parents' endorsements of gender stereotypes influence daughters' susceptibility to stereotype threat?

  • 15. 
    Please select all that apply to Lehman et al. (2005)'s methods.  
    • A. 

      Half of the children were told one value for the tokens, the other half were told a different value.

    • B. 

      Girls listened to a story in a stereotypic condition and non-stereotypic condition then asked to make a drawing afterward.

    • C. 

      Children play blockhead with their parents at ages 4 and 6; Parents reactions and children's emotions recorded.

    • D. 

      Participants viewed and rated type and intensity of an infant's emotional reactions to a teddy, a doll, a buzzer and a jack-in-the-box.

    • E. 

      Eight-year-olds were paired into same-sex or cross-sex dyads with equal math ability and asked to make a total value of 100 out of tokens.

    • F. 

      Gender schematic and gender aschematic preschoolers' play time recorded with attractive and unattractive masculine and feminine toys in an observed and unobserved condition.

    • G. 

      Half of the participants were told the infant was a boy, the other half were told the infant was a girl.

  • 16. 
    Please select all results that apply the to Lehman et al. (2005) study.
    • A. 

      Boys used more controlling behaviors; Girls used more affiliative acts.

    • B. 

      Stereotype threat hindered performance on math tasks for girls' whose mothers believed in gender stereotypes.

    • C. 

      Fathers paid more attention to disharmonious emotions than submissive emotions.

    • D. 

      Girls displayed more submissive emotions than boys.

    • E. 

      All children used more collaborative behavior in same-sex dyads.

    • F. 

      Aschematic children spent more time playing with unattractive gender-consistent toys when observed than when unobserved.

    • G. 

      Concrete displays of fear or pleasure did not influence usage of stereotypes.

    • H. 

      In ambiguous situations, boys were labeled 'angry' and girls were labeled 'scared.'

  • 17. 
    Please select all implications that apply to the Lehman et al. (2005) study.
    • A. 

      Mothers' beliefs, but not fathers', influenced daughters' susceptibilities to stereotype threat.

    • B. 

      Gender aschematic children exaggerated their toy play preference to compensate for their aschematicity in observed conditions.

    • C. 

      Adults rely on gender stereotypes to interpret infant emotion in ambiguous situations.

    • D. 

      Attention to submissive emotions correlated with increase in display of these emotions.

    • E. 

      In children, there are cultural difference and status differences between the sexes.

  • 18. 
    _________ is an interaction which grows out of an oppostion to a request for action.
  • 19. 
    Which of the following are two Models of Gendered Styles we learned in class?
    • A. 

      Linguistic styles

    • B. 

      Logic styles

    • C. 

      Moral Reasoning styles

    • D. 

      Mental Rotation styles

  • 20. 
    _________ ________ _______ - Males and females use language differently.
  • 21. 
    Males tend to use affiliative language while females tend to use adversial language.
    • A. 

      True

    • B. 

      False

  • 22. 
    _________ _______ __________ ________ - Males and females differ in moral reasoning approaches.
  • 23. 
    [In terms of gendered moral reasoning styles] Females tend to focus on relationships and use particularist understanding rather than universal orientation.
    • A. 

      True

    • B. 

      False

  • 24. 
    [In terms of gendered moral reasoning styles] Males tend to focus on the self and frame conflicts in terms of individual rights.
    • A. 

      True

    • B. 

      False

  • 25. 
    [In terms of gendered moral reasoning styles] Females tend to value autonomy and attend to rights and respect.
    • A. 

      True

    • B. 

      False

  • 26. 
    Sadness and anxiety are types of _________ __________.
  • 27. 
    Anger, joy (at another's expense) and sarcasm are examples of ___________ ________.
  • 28. 
    __________ ___________ refers to how well a child competes for resources.
  • 29. 
    [In a sibling context] ________ _________ _______ predicts siblings should model, reinforce and punish other sibling behavior.
  • 30. 
    ________________ is the process by which children develop different personality traits and preferences from siblings in order to distinguish themselves.
  • 31. 
    ____ - a group of two
  • 32. 
    An ________ _________ is often elicited by pairs or groups of individuals from each other that is not usually characteristic of any of the participants when they are alone or in other social situations.
  • 33. 
    Please select Tomasetto & Francesca (2011)'s question.
    • A. 

      Will the presence of an observer influence toy preference in gender schematic and aschematic children?

    • B. 

      How do mothers and fathers respond to emotions in their at-risk children?

    • C. 

      Do parents' endorsements of gender stereotypes influence daughters' susceptibilities to stereotype threat?

    • D. 

      How do boy-girl dyads resolve conflicts?

    • E. 

      Does gender labeling influence emotional response ratings?

  • 34. 
    Please select all that apply to the methods of the Tomasetto & Francesca (2011) study.  
    • A. 

      Children play blockhead with their parents at ages 4 and 6; Parents' reactions and children's emotions were recorded.

    • B. 

      Participants viewed and rated type and intensity of infant's emotional reactions to a teddy, a doll, a buzzer and a jack-in-the-box.

    • C. 

      Gender schematic and gender aschematic preschoolers' play time recorded with attractive and unattractive masculine and feminine toys in an observed and unobserved condition.

    • D. 

      Girls listened to a story in a stereotyped and nonstereotyped condition then were asked to make a drawing afterward.

    • E. 

      Half of the participants were told the infant was a girl, the other half were told it was a boy.

    • F. 

      Eight-year-olds were paired into same-sex or cross-sex dyads with equal math ability and asked to make a total value of 100 out of tokens.

    • G. 

      Half the children were told one value for the tokens, the other half were told a different value.

  • 35. 
    Please select all results that apply to the Tomasetto & Francesca (2011) study.
    • A. 

      Girls showed more submissive emotions than boys.

    • B. 

      Aschematic children spent more time playing with unattractive gender-consistent toys when observed than when unobserved.

    • C. 

      In ambiguous situations, girls were labeled as 'scared' and boys were labeled as 'angry.'

    • D. 

      Fathers paid more attention to disharmonious emotions than submissive emotions.

    • E. 

      Stereotype hindered performance on math task for girls' whose mothers believed in gender stereotypes.

    • F. 

      Concrete displays of fear and pleasure did not influence usage of stereotypes.

    • G. 

      Girls used more affiliative acts; boys used more controlling behaviors.

  • 36. 
    Select all implications that apply to the Tomasetto & Francesca (2011) study.
    • A. 

      Adults rely on gender stereotypes to interpret infant emotion in ambiguous situations.

    • B. 

      In children, there are cultural differences as well as status differences between the sexes.

    • C. 

      Gender aschematic children exaggerated their toy play preference to compensate for their aschematicity in observed conditions.

    • D. 

      Mothers' beliefs, but not fathers', influenced daughters' susceptibilities to stereotype threat.

    • E. 

      Attention to submissive emotions correlated with an increase in display of these emotions.

  • 37. 
    Children playing in segregated groups is an example of ______ __________.
  • 38. 
    Boys and girls differ in group play size. Boys play in ______ groups, girls play in _____ groups.
  • 39. 
    Who found that playing in segregated groups increased stereotypical themes in self-generated stories?
    • A. 

      Fluvish (1993)

    • B. 

      Nicolopoulou (1984)

    • C. 

      Denham et al. (1991)

    • D. 

      Tannen (1990)

  • 40. 
    Teachers engage in more verbal interaction and non-verbal feedback with boys than girls in early school years.
    • A. 

      True

    • B. 

      False

  • 41. 
    [In terms of teacher effects] Boys are:
    • A. 

      Praised for knowledge

    • B. 

      Praised for behavior

    • C. 

      Reprimanded for misbehavior

    • D. 

      Reprimanded for incorrect answers

  • 42. 
    [In terms of teacher effects] Girls are:
    • A. 

      Praised for knowledge

    • B. 

      Praised for behavior

    • C. 

      Reprimanded for misbehavior

    • D. 

      Reprimanded for incorrect answers

  • 43. 
    The fact that peers, but not parents, reinforce play with same-sex groups is an example of ________ ____________. ________ __________ is also a theory as to why play is sex-segregated.
  • 44. 
    __________ ____________ is the matching of behaviors with beliefs. It is also a theory as to why play is sex-segregated, although not altogether supported by data.
  • 45. 
    The fact that children choose same-sex playmates because they get along better is an example of __________ _____________. ____________ ____________ is also a theory as to why play is sex-segregated.
  • 46. 
    The absence of the father is not detrimental for boys. It does not correlate with school performance, aggression or difficulties with gender and sex role development.
    • A. 

      True

    • B. 

      False

  • 47. 
    Voluntary father involvement has been correlated with increased cognitive competence and decreased sex-stereotyped beliefs.
    • A. 

      True

    • B. 

      False

  • 48. 
    Daughters are more likely to be socialized than sons to consider ________________ as a conflict resolution strategy over retribution.
  • 49. 
    Sons are more likely to be socialized than daughters to consider _____________ as a conflict resolution over reconciliation.
  • 50. 
    Please select Chaplin et al. (2005)'s question.
    • A. 

      Will the presence of an observer influence toy preference in gender schematic and gender aschematic children?

    • B. 

      How do mothers and fathers respond to emotions in their at-risk children?

    • C. 

      Does gender influence emotional response ratings?

    • D. 

      How do boy-girl dyads resolve conflicts?

    • E. 

      Do parents' endorsements of gender stereotypes influence daughter susceptibility to stereotype threat?

  • 51. 
    Please select all methods that apply to the Chaplin et al. (2005) study.
    • A. 

      Gender schematic and gender aschematic children's play time with attractive and unattractive masculine and feminine toys recorded in observed and unobserved conditions.

    • B. 

      Participants viewed and rated type and intensity of infant's emotional reactions to a teddy, a doll, a buzzer and a jack-in-the-box.

    • C. 

      Children play blockhead with their parents at ages 4 and 6; Parent reactions and children's emotions recorded.

    • D. 

      Half the participants were told the baby was a girl, the other half were told it was a boy.

    • E. 

      Eight-year-olds were paired in same-sex or cross-sex dyads of equal math ability and asked to make a total value of 100 with tokens.

    • F. 

      Half the children were told the tokens were worth one value, the other half were told a different value.

    • G. 

      Girls listened to a stereotyped or nonstereotyped story then asked to make a drawing afterward.

  • 52. 
    Please select all results that apply to the Chaplin et al. (2005) study.
    • A. 

      Girls showed more submissive emotions than boys.

    • B. 

      Aschematic children spent more time playing with unattracive gender-consistent toys when observed than when unobserved.

    • C. 

      Concrete displays of emotions did not influence the usage of stereotypes.

    • D. 

      Fathers paid more attention to disharmonious emotions than submissive emotions.

    • E. 

      In ambiguous situations, girls were labeled 'scared' and boys were labeled 'angry.'

    • F. 

      Boys used more controlling acts; Girls used more affiliative behaviors.

    • G. 

      Stereotype hindered performance on a math task for girls with mothers that believed in gender stereotypes.

  • 53. 
    Please select all implications that apply to the Chaplin et al. (2005) study.
    • A. 

      In children, there are cultural differences as well as status differences between the sexes.

    • B. 

      Adults rely on gender stereotypes to interpret infant emotion in ambiguous situations.

    • C. 

      Gender aschematic children exaggerated their toy play preference to compensate for their aschematicity in observed conditions.

    • D. 

      Attention to submissive emotions correlated with an increase in display of these emotions.

    • E. 

      Mothers' beliefs, not fathers', have a role in daughters' susceptibilities to stereotype threat.

  • 54. 
    Please select the correct results found by Calle & Singer-Freeman.
    • A. 

      Two-year-olds demonstrated stereotype knowledge but not application.

    • B. 

      Two-year-olds demonstrated stereotype application.

    • C. 

      Three-year-olds demonstrated stereotype knowledge, but not application.

    • D. 

      Three-year-olds demonstrated stereotype application.

  • 55. 
    Parents perceptions of their child are influenced by:
    • A. 

      Others' views of their children. (Teachers, friends, extended family, etc.)

    • B. 

      Child's sex

    • C. 

      Immediate environment

    • D. 

      Characteristics

    • E. 

      Interfamily comparison.

    • F. 

      Parent gender beliefs

  • 56. 
    __________ ___________ _____ - Females attribute success or failure at gender-stereotypic activities to internal or external causes.
  • 57. 
    Attributing success or failure to an individual ability is using an ________ ________.
  • 58. 
    Attributing success or failure to an exterior element is using an ________ ________.
  • 59. 
    In females, success at male stereotypic activities is likely to be attributed to an ________ cause, but failure at a male stereotypic activity is likely to be attributed to an ________ cause.
  • 60. 
    Female attribution bias leads to more general anxiety and higher rates of _________ in adolescent girls.
  • 61. 
    Stipek and Gralinski found that girls tended to attribute failure to external causes and success to internal causes.
    • A. 

      True

    • B. 

      False

  • 62. 
    Interpreting feedback as an accurate evaluation of intrinsic ability is using the ________ approach.
  • 63. 
    Not interpreting feedback as a true evaluation of intrinsic ability is using the ____-_________ approach.
  • 64. 
    _________ _______ is an interference with performance on a task that has stereotyped success associations when the stereotyped category is activated.
  • 65. 
    Overt aggression is indirect aggression.
    • A. 

      True

    • B. 

      False

  • 66. 
    A direct act toward another person that is intended to cause harm is _____ aggression.
  • 67. 
    Indirect aggression can be relational aggression.
    • A. 

      True

    • B. 

      False

  • 68. 
    Attempts to harm others either by damaging friendships, reputations or by exclusion of peer groups is _________ aggression.
  • 69. 
    Please select Wilansky (2008)'s question.
    • A. 

      How do boy-girl dyads resolve conflicts?

    • B. 

      Does gender labeling influence emotional response ratings?

    • C. 

      Do parents' endorsements of gender stereotypes influence daughter susceptibility to stereotype threat?

    • D. 

      Will the presence of an observer influence toy preference in gender schematic and gender aschematic children?

    • E. 

      How do mothers and fathers respond to emotions in their at-risk children?

  • 70. 
    Please select all methods that apply to the Wilansky (2008) study.
    • A. 

      Participants viewed and rated type and intensity of infant emotion reactions to a teddy, a doll, a buzzer and a jack-in-the box.

    • B. 

      Eight-year-olds were paired in same-sex and cross-sex dyads of equal math ability and were asked to make a total of 100 using tokens.

    • C. 

      Gender schematic and gender aschemtic children play time with attractive and unattractive masculine and feminine toys recorded in observed or unobesrved conditions.

    • D. 

      Half the children were told a value for the tokens, the other half were told a different value.

    • E. 

      Girls listened to a story in a stereotyped or nonstereotyped condition then asked to make a drawing afterward.

    • F. 

      Half of the participants were told the infant was a boy, the other half were told it was a girl.

    • G. 

      Children play blockhead with their parents at ages 4 and 6; parent reactions and children's emotions recorded.

  • 71. 
    Please select all results that apply to the Wilansky (2008) study.
    • A. 

      Concrete displays of pleasure or fear did not influence usage of stereptypes.

    • B. 

      Effect for girls in observed/nonobserved conditions was marginal.

    • C. 

      Stereotype hindered performance on a math task for girls whose mothers believed in gender stereotypes.

    • D. 

      Fathers paid more attention to disharmonious emotions than submissive emotions.

    • E. 

      Aschematic children spent more time playing with unattractive gender-consistent toys when observed than when unobserved.

    • F. 

      In ambiguous situations, girls were labeled 'scared' and boys were labeled 'angry.'

    • G. 

      All children used more collaborative behavior in same-sex pairings

  • 72. 
    Please select the implication for the Wilansky (2008) study.
    • A. 

      In children, there are cultural differences as well as status differences between the sexes.

    • B. 

      Mothers' beliefs, but not fathers', influenced daughter susceptibility to stereotype threat.

    • C. 

      Gender aschematic children exaggerated their toy play preference to compensate for their aschmaticity in observed conditions.

    • D. 

      Adult rely on stereotypes to interpret infant emotions in ambiguous situations.

    • E. 

      Attention to submissive emotions correlated with increased display of these emotions.

  • 73. 
    ___________ _______ are a measure of the feeling other children have about an individual in their class.
  • 74. 
    Entity theory posits that intelligence is a fixed quantity while incremental theory posits that intelligence grows with effort.
    • A. 

      True

    • B. 

      False