«Gender Schema Theory In "Gender Schema Theory and Its Implications for Child Development: Raising Gender-aschematic Children in a Gender-schematic Society ...» Document abstract
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4 word format
Language : english
psychology
presentation
date published
24/04/2008
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level : General public
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SummaryIn “Gender Schema Theory and Its Implications for Child Development: Raising Gender-aschematic Children in a Gender-schematic Society”, Sandra Lipsitz Bem introduces a cognitive model for the process of sex-typing as it occurs in child development. She then provides a step-by-step explanation of how to counter-act such sex-typing as to raise a child without any preconceived notions about gender, supposing that doing so would be liberating for the child as he or she comes into an identity of his or her very own.
To begin to explain Bem’s concept of gender schemas, one must first have a brief understanding of two theories, which contribute to hers: social learning theory and cognitive-developmental theory. Social learning theory explains how children learn many socialized behaviors, gender roles being one of them. Behaviors, according to this theory, are learned in accordance with positive or negative reinforcements of the child’s sex-associated actions.
key words- sex-typing, sexism and homophobia.
To begin to explain Bem’s concept of gender schemas, one must first have a brief understanding of two theories, which contribute to hers: social learning theory and cognitive-developmental theory. Social learning theory explains how children learn many socialized behaviors, gender roles being one of them. Behaviors, according to this theory, are learned in accordance with positive or negative reinforcements of the child’s sex-associated actions.
key words- sex-typing, sexism and homophobia.
The Gender Gap: A Brief Overview of the Theoretical Perspectives On Gender-Related Cognitive Differences
« one explanation for the existing gender gap. According to this hypothetical schema, it gradually became some conclusions from sociobiological theory that can ...» Document abstract
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6 word format
Language : english
social sciences
term papers
date published
20/04/2007
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SummaryIn the fields of mathematics, engineering, and science a gender gap exists. Men still hold the vast majority of professional careers rooted in math and science in industrial countries. In the United States, for example, men account for more than three-quarters of all medical doctors, 90.3 percent of engineers, 75 percent of architects and 95 percent of computer technicians (U.S Department of Labor, 1999). In fact, 99 percent of all prestigious awards in mathematics during the 20th century went to men and 98 % of Nobel Prizes in science to men as well (Lips, 2000). How, as we move into the 21st century does one account for this striking disparity? Are there simply differences in intelligence (i.e. cognitive abilities) between men and women that can account for the fact that men by far outnumber women in professional careers rooted in math and science? Or, are other factors at work, such as psychological conditioning and cultural stereotyping that can explain the gender gap? The purpose of this paper is to briefly explore these questions.
Table of Contents- What the numbers show: Scholastic Aptitude Test (SAT) And Stanford-Binet IQ Measurement
- Sociobiologists and Evolutionary Theorists
- Physiology: Neurology and the Endocrine System
- The Brain
- Non-Scientific Factors at Work: the Anthropological, Sociological and Social Psychological Approach
- Closing remarks
« Studies of gender differences in laterality suggest that been that top-down, theory-driven processing information processing, including a schema for effective ...» Document abstract
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8 word format
Language : english
psychology
research papers
date published
13/11/2007
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level : Advanced
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SummaryThe vast majority of mental processes are outside of conscious awareness. These processes can impact thinking, feeling, and behavior despite the lack of conscious awareness. Consciousness can be thought to include two elements: awareness and sentience, the quality of the experience. Each form of consciousness has intrigued philosophers and scientists for many years and various theories have been proposed to explain these phenomena. Little is known about the basic mechanisms that underlie the sentient experience of consciousness. Phenomenal awareness has been the focus of active research and has yielded some basic ideas about the role of consciousness in cognition. One essential issue is that the effective processing of mental representations does not require conscious awareness. However, the intentional, strategic alteration in patterns of processing may necessitate the involvement of consciousness in order to achieve a new outcome. Thus, consciousness is not required for most processes, but its involvement allows for a qualitatively different result in representational transformations. One example of this is in memory processing in which explicit memory requires focal, conscious attention or awareness in order to encode events into explicit form. Such representations are later available for conscious retrieval when they can be examined and transformed for intentional purposes, such as the recollection of facts or autobiographical knowledge.
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