A major difference between Kohlberg's cognitive-developmental theory and Martin and Halverson's gender-schema theory is that gender typing in the gender-schema theory
a. does not begin to develop until after children have developed gender stability and gender consistency.
b. begins as soon as children acquire gender identity at around two to three years of age.
c. develops via passive exposure to external models of gender-typed behaviors.
d. is unrelated to cognitive development.
Question 2Martin and Halverson's gender schema model suggests that
a. children learn gender roles solely as a result of parental reinforcement of sex-appropriate behaviors.
b. children are intrinsically interested in learning about objects or activities that fit their own-sex schemas.
c. inaccurate gender stereotypes are easily changed.
d. children are passive participants in gender-role development.
Question 3The most common criticism of Kohlberg's cognitive-developmental explanation of gender typing is that
a. children often acquire gender-typed behaviors and preferences before they acquire gender stability and consistency.
b. his proposed sex differences in the rate at which boys acquire gender versus girls remains unsupported.
c. there is no evidence that the development of cognitive skills is related to the acquisition of gender typing.
d. it places too much emphasis on hormonal factors.
Question 4The Piagetian stage of _____ appears to be most directly linked to the acquisition of gender consistency.
a. concrete-operational thought
b. sensorimotor thought
c. object permanence
d. formal-operational thought
Question 5According to the cognitive-developmental perspective of gender typing, which is the most mature understanding?
a. Understanding that some things are boy things and others are girl things
b. Understanding how to correctly label one's self as male or female
c. Understanding that gender is stable across situations
d. Understanding that gender is stable across time
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