Causal attributions of male and female performance by young children

1976 ◽  
Author(s):  
Claire Etaugh ◽  
Terry Hadley
Keyword(s):  
Young Children ◽  
Causal Attributions ◽  
Male And Female ◽  
Female Performance

Causal Attributions of Male and Female Performance by Young Children

1977 ◽  
Vol 2 (1) ◽  
pp. 16-23 ◽  
Author(s):  
Claire Etaugh ◽  
Terry Hadley
Keyword(s):  
Young Children ◽  
Attribution Theory ◽  
Causal Attributions ◽  
Third Graders ◽  
Third Grade ◽  
Male And Female ◽  
Female Performance ◽  
Males And Females ◽  
Female Success

Males and females in kindergarten and third grade predicted whether a boy or a girl would succeed on a masculine or a feminine task. Some predictions were confirmed; others were not. The children were asked to explain the winner's success by choosing among four determinants of achievement: ability, effort, task ease, and luck. For third graders, luck was more important in determining the success of an unpredicted winner than a predicted winner. For both ages, female success on a masculine task was attributed more to effort than to ability. These findings support attribution theory and indicate that differential perceptions of male and female performance exist in young children.

Children's Assignment of Sex to Pictures of Animals

1979 ◽  
Vol 44 (3) ◽  
pp. 927-931 ◽  
Author(s):  
Jerome H. Feldstein
Keyword(s):  
Young Children ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Male And Female

Pictures of 24 different animals were sorted into categories of male and female by 40 preschool and 40 fourth grade children, equally divided by sex. Equal numbers of pictures had previously been designated male, female, or ambiguous by adult judges. Objectively aggressive animals were often agreed to be male but only one animal was classified as female by one group, fourth grade boys. Adult-specified male animals received significantly more male designations than adult-specified females. Fourth graders made significantly more female designations among adult-specified females than did preschoolers. Characteristics such as aggressiveness may be associated with males, by young children, but notions about female characteristics do not develop until later in childhood.

Social influences on female athletic performance

1976 ◽  
Vol 8 (2) ◽  
pp. 123-129 ◽  
Author(s):  
K. F Dyer
Keyword(s):  
Social Factors ◽  
Athletic Performance ◽  
Social Influences ◽  
World Record ◽  
Male And Female ◽  
Female Performance ◽  
Males And Females ◽  
The Difference ◽  
World Records

The differences between male and female performance in athletic track events at which both compete are compared. It is found that the difference between male and female performance as measured by world records is declining in all events and declining most rapidly in those events in which the differences at the present time are largest. Analysis of national track records for these same events shows considerable differences between different countries in average male/female differentials and the differences between males and females for some events in some countries is much smaller than world record differences.It is concluded that social factors such as differing degrees of encouragement and differing levels of expectation are important factors in limiting female athletic performance.

ABRAHAM JACOBI ON MASTURBATION IN CHILDREN

PEDIATRICS ◽  
1995 ◽  
Vol 96 (1) ◽  
pp. 68-68
Author(s):  
S. Combs
Keyword(s):  
Sexual Behavior ◽  
Young Children ◽  
Moral Development ◽  
Turn Of The Century ◽  
Male And Female ◽  
The Subject ◽  
Conducting Research ◽  
Moral Weakness ◽  
Self Stimulation ◽  
Positive Knowledge

Recently while conducting research on the father of American pediatrics, Dr Abraham Jacobi, I came upon an entire chapter in his Collectanea Jacobi, entitled "Masturbation and Hysteria in Young Children." His concern with the subject and its profound affect on the youth of his day was revealing. Masturbation at the turn of the century was believed not only to promote physical and moral weakness, but also was believed to be a major cause of multiple neuroses. Today, we attribute masturbation to a normal precursor of object-related sexual behavior that occurs in nearly all men and three quarters of women.1 Self-stimulation is a common event in infancy and just as the infant explores the remainder of its body, so does it explore its genitalia. However today, even as in Jacobi's time, such experiences are often strewn with guilt and ridicule. Jacobi wrote the following: "It is this habit of masturbation in the infant and child, to which I here desire to draw attention. To what extent it is practised (sic) in more advanced years, and how it interferes with a robust physical, mental and moral development of adolescence is but too well known to both physician and pedagogue. But it has often appeared to me that its frequent occurrence in the quite young is by no means fully appreciated ... The causes of masturbation, no matter whether considered as an acquired habit or disease, are very serious indeed. I have positive knowledge of cases in which the habit was contracted by the treatment of infants, both male and female, at the hands of nurses on servants" (sic).

scholarly journals Equivalence of male and female performance on a tactuospatial maze

1989 ◽  
Vol 27 (1) ◽  
pp. 29-30 ◽  
Author(s):  
Geri R. Alvis ◽  
Jeannette P. Ward ◽  
Deanna L. Dodson
Keyword(s):  
Male And Female ◽  
Female Performance

Gender, Female Traditionality, Achievement Level, and Cognitions of Success and Failure

1977 ◽  
Vol 2 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Rebecca M. Wiegers ◽  
Irene Hanson Frieze
Keyword(s):  
High School ◽  
High School Students ◽  
High Performance ◽  
Causal Attributions ◽  
Achievement Level ◽  
School Students ◽  
Male And Female ◽  
Female High School ◽  
Low Performance ◽  
Academic Test

Differences in ratings of initial expectancy of success, perceived scholastic ability, and causal attributions were assessed for male and female high school students for a simulated academic test. Subjects were also differentiated on their achievement level (i.e., under- and overachievement) and the traditionality of their career aspirations. As predicted, higher expectancies were found for high performance achievers and nontraditional females. Males generally made more attributions to lack of effort for failure, as did low performance achievers. Females and high performance achievers attributed success more to effort. Hypotheses concerning differential usage of luck and ability attributions were not supported. Although there was an overall trend for females to be more external, traditionality also mediated causal attributions for females.

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