Acquaintanceship in middle childhood.

The purpose of this study was to examine the effects of acquaintanceship on school-age children's interactions. On the basis of Altman and Taylor's (1973) theory, four specific components were examined: (a) information exchange, (b) engagement in mutual activities, (c) negative evaluations of the other, and (d) efforts to direct the other's behavior. Forty dyads of acquainted and unacquainted, same-sex, third-grade children were observed interacting in an experimental laboratory. Unacquainted girls were found to engage in more information exchange than acquainted girls, but boys in the two conditions did not differ. Acquainted children showed some signs of engaging in mutual activities more often than unacquainted children. Negative evaluations (refusing to comply or expressing disapproval of the other) were made more often by children in the acquainted condition than by those in the unacquainted condition. Finally, the differences between the two conditions were usually found on self-report measures as well as on the measures of conversations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral concordance with sex role ideology related to play areas, creativity, and parental sex typing of children.

72 kindergarten children were individually observed, and their play areas and social interaction with peers and adults were recorded. Teachers rated each child individually, and along with a sample of adults, rated "most kindergarten boys/girls" on the same types of behavior. Parents completed a questionnaire scored for sex typing, and the children were individually tested on a measure of creativity. Girls, as compared to boys, played in more different places, related to adults almost twice as much, and played significantly more often indoors. Of 21 distinguishable play situations, the proportions in which 13 were used by girls and boys did not differ, and significant gender differences in social behavior that were directly observed were fewer in number than those expected by adults. Children whose behavior did not closely approximate sex role expectations by adults differed reliably from more conforming children in being more ideationally fluent. Less conforming boys were more often found in neutral areas and less often in play areas popular with children of their own gender. For girls only, a relationship was found between differences in parents' sex-typing scores and whether the child's behavior matched or did not match expectation. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment and emotion in autobiographical memory development

The relation of attachment status to autobiographical memory was assessed in 3.5- to 4.5-year-olds. Of specific interest was the relation between attachment status and the emotional content of parent-child memory conversations. Forty-six mother-child dyads discussed four events designed to elicit positive and negative emotional themes. Both attachment status and gender moderated the emotional content of this memory talk. Mother-daughter dyads with insecurely attached girls engaged in relatively more negative memory talk than mother-daughter dyads with securely attached girls. However, the dyads of secure girls elaborated more often on both positive and negative emotional themes than did the dyads of insecure girls who primarily elaborated on positive themes. The relations between attachment status and emotion talk for mother-son dyads were inconsistent. Findings were discussed in terms of the role of attachment in the social construction of autobiographical memories.     

Gender Similarities and Differences in Children's Social Behavior: Finding Personality in Contextualized Patterns of Adaptation.

This research examined how a contextualist approach to personality can reveal social interactional patterns that are obscured by gender comparisons of overall behavior rates. For some behaviors (verbal aggression), girls and boys differed both in their responses to social events and in how often they encountered them, yet they did not differ in overall behavior rates. For other behaviors (prosocial), gender differences in overall rates were observed, yet girls and boys differed more in their social environments than in their responses to events. The results question the assumption that meaningful personality differences must be manifested in overall act trends and illustrate how gender differences in personality can be conceptualized as patterns of social adaptation that are complex and context specific. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Boys withdraw more in one-on-one interactions, whereas girls withdraw more in groups.

Past research predicts that males will be more likely to withdraw in one-on-one interactions versus groups, whereas females will be more likely to withdraw in groups than in one-on-one interactions. Ninety-eight 10-year-old children engaged in a word generation task either in same-sex dyads or in groups. Boys completed significantly more words in groups than in dyads, whereas girls' performance was similar in the 2 social structures. Confirming the hypothesis, analyses of the dynamics of dyads and groups using time spent writing as a measure of effort demonstrated that boys withdrew more than girls in dyads, whereas girls withdrew more than boys in groups. Furthermore, in groups, girls were more likely than boys to focus on one individual. Causal explanations for sex differences in preferences for differing social structures are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender differences in body fat content are present well before puberty

To determine whether gender differences in body fat could be detected in prepubertal children using dual energy X-ray absorptiometry (DEXA), body composition was measured in 20 healthy boys aged 3-8 y matched for age, height and weight with 20 healthy girls. Although boys and girls did not differ in age, height, weight, body mass index (BMI) or bone mineral content, the boys had a lower percentage of body fat (13.5 +/- 5.1 vs 20.4 +/- 6.1%, P < 0.01), a lower fat mass (3.2 +/- 2.0 vs 4.9 +/- 3.1 kg, P < 0.01), and a higher bone-free lean tissue mass (18.6 +/- 4.3 vs 17.0 +/- 3.5 kg, P < 0.01) than the girls. Girls had approximately 50% more body fat than the boys. This is the first DEXA study to show that boys aged 3-8 y have less body fat than girls of similar age, height and weight. Thus, this technology demonstrates that significant gender differences in body composition are evident, well before the onset of puberty.     

Gender differences in abused children with and without disabilities

OBJECTIVE: Two questions were posed: (1) What are the proportions of boys and girls in various categories of substantiated child abuse? (2) Do the gender proportions differ for children with and without disabilities? METHOD: Data collected by previous researchers from a demographically representative sample of U.S. child abuse reporting districts was analyzed. This included 1,249 case files involving 1,834 children. The number of girls and boys who did and did not have disabilities was identified for three age categories and for several categories of abuse. Chi-square analyses were used to determine whether there was a relationship between disability and gender for the various age and abuse categories. RESULTS: More boys were physically abused and neglected, but more girls were sexually abused. Boys with disabilities, however, were over-represented in all categories of abuse. Moreover, gender proportions among abused children with disabilities differed significantly from those found among other abused children. Although slightly more than half of abused children without disabilities were girls, 65% of abused children with disabilities were boys. CONCLUSIONS: Boys represented a significantly larger proportion of physically abused, sexually abused, and neglected children with disabilities than would be expected from their respective proportion of abused and neglected children without disabilities. Several possible explanations for the observed gender and disability status interaction are discussed.     

Conflict and friendship relations in middle childhood: behavior in a closed-field situation

Disagreements between school-aged children were examined as a function of friendship status. 66 same-sex dyads were selected, including equal numbers of "best friends" and nonfriends, who were then observed while playing a board game (a closed-field situation). Conflicts occurred more frequently among friends than among nonfriends and lasted longer. Friends did not talk more during their conflicts than nonfriends, but assertions were used selectively according to friendship and sex: With friends, girls used assertions accompanied by rationales more frequently than boys whereas boys used assertions without rationales more frequently than girls. These sex differences were not evident during conflicts between nonfriends. Results are discussed in relation to the social constraints intrinsic to closed-field competitive conditions as they apply to friendship relations in middle childhood.     

Affect, aggression, and altruism.

Investigated the effects of thinking happy, sad, or angry thoughts on both aggression and altruism in 39 male and 34 female 3rd graders in a 4 * 2 design with 3 affect manipulations and a control group. Girls shared more balloons than boys, but there were not treatment differences in altruism. Boys were more aggressive than girls, although the sexes did not differ in the control condition. Instead, boys in all 3 affect conditions were more aggressive than in the control condition, whereas girls in all 3 affect conditions were less aggressive than girls in the control condition. Results are consistent with a view that any kind of emotional arousal may serve to increase a dominant aggressive response in boys and lead to inhibition of aggression in girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores.

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation suggests an additional explanation: Girls are more self-disciplined, and this advantage is more relevant to report card grades than to achievement or aptitude tests. Eighth-grade girls at an urban magnet school were more self-disciplined than their male counterparts according to delay of gratification measures and self-report, teacher, and parent ratings. Whereas girls earned higher grades in all courses, they did only marginally better on an achievement test and worse on an IQ test. Mediation analyses suggested girls earned higher GPAs at least in part because they were more self-disciplined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mother-child emotional availability in ecological perspective: Three countries, two regions, two genders.

This study used a cross-national framework to examine country, region, and gender differences in emotional availability (EA), a prominent index of mutual socioemotional adaptation in the parent-child dyad. Altogether 220 Argentine, Italian, and U.S. mothers and their daughters and sons from both rural and metropolitan areas took part in home observations when the children were 20 months old. In terms of country, Italian mothers were more sensitive and optimally structuring, and Italian children were more responsive and involving, than Argentine and U.S. dyads. In terms of region, rural mothers were more intrusive than metropolitan mothers, and boys from metropolitan areas were more responsive than boys from rural areas. In terms of gender, mothers of girls were more sensitive and optimally structuring than mothers of boys, and daughters were more responsive and involving than sons. Understanding how country, region, and gender influence EA exposes forces that shape child development, parent-infant interaction, and family systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal processes in friendship: A comparison of abused and nonabused children's experiences.

Although parental maltreatment has been presumed to have deleterious effects on children's abilities to form close relationships, observations of abused children with their best friends have rarely been conducted. Sixteen 9- to 14-year-old physically abused children and 32 matched nonabused children were observed during a 1.5-hr sequence of unstructured and structured tasks. Coding focused primarily on intimacy, conflict, and affective expression. Abused children and their friends displayed less overall intimacy than nonabused children and their friends, although peak levels of intimacy were similar for the 2 groups. Dyads containing an abused child were more conflictual than dyads without abused children, especially during game-playing activities. Abused boys and their friends also displayed more negative affect during game playing than did dyads of nonabused friends. Abused girls and their friends displayed less positive affect than other friendship dyads during activities involving primarily conversation and discussion. Several effects of gender and context not specific to abuse were also obtained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends.

Developmental changes in children's understanding of mind and emotion and their mental-state talk in conversations with friends were examined in a longitudinal study of 50 children (M age at each time point = 3 years 11 months, 4 years 6 months, 5 years 0 months). Significant and related improvements over time were found for both theory-of-mind task performance and affective perspective taking. Associated with these cognitive developments were quantitative and qualitative changes in children's references to mental states in their conversations with friends. Individual differences in theory of mind, emotion understanding, and mental-state talk were strikingly stable over the 13 month period. Although there were no gender differences in children's task performances, girls showed more frequent and more developed mental-state talk than boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender constancy and the "cost" of sex-typed behavior: A test of the conflict hypothesis.

95 children between 5- and 10-yrs-old watched televised boys and girls who differentially endorsed toys of varying attractiveness. The study was designed to test the hypothesis that behavioral expression of gender norms that arouse conflict would be delayed relative to norms that are conflict-free. Predictions were supported for boys. Gender-constant boys spent more time playing with an uninteresting sex-typed toy than did preconstant boys. When the sex-typed toy was relatively interesting, preconstant boys played with it as much as gender constant boys. Toy play among girls was related to toy attractiveness and the girl's agreement with televised stereotypes. Possible reasons for observed sex differences and previous inconsistencies in the gender constancy literature are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and gender differences: Sixth-grade students' mathematical problem-solving behavior.

Differences in boys' and girls' mathematical problem-solving behavior were studied in relation to 2 types of mathematics tasks: computations and applications. Participants were 79 boys and 79 girls of the 6th grade from 12 regular schools. In 2 separate individual sessions, cognitive and motivational variables were examined before, during, and after task execution. Differences in mathematical problem-solving behavior were dependent on the contents of the mathematics tasks and on gender. Interactions between type of task and gender were also noted. With respect to applied problem solving, girls rated themselves lower on confidence than boys and attributed bad results more often to lack of capacity and to the difficulty of the task. No gender differences were observed in relation to computations. Unexpectedly, girls had higher persistence than did boys, but only during applied problem solving. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gender constancy and television viewing.

Cognitive developmental theory predicts that gender constant children bias their attention to same-sex TV characters compared with children who have not achieved gender constancy. The TV viewing at home of 24 5-year-old children was videotaped over 10 days. Half of the children were high in gender constancy. Gender constant boys biased their attention consistent with the hypothesis, and they viewed programs featuring a greater percentage of men as TV characters than did preconstant boys. An analysis of TV-viewing diaries of 313 5-yr-olds showed that gender constant boys viewed more programming intended for adults (especially sports and action programs) than did preconstant boys. Gender constant girls viewed more action programming than did preconstant girls. There was no association of the Peabody Picture Vocabulary Test IQ with level of gender constancy. Gender constancy is associated with multiple changes in TV-viewing behavior especially in boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in math performance: The role of children's approach to schoolwork.

This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Causal attributions of learning disabled children: Individual differences and their implications for persistence.

It has been shown that learning disabled (LD) children are likely to develop a maladaptive pattern of causal attributions. However, it is unclear whether LD children are more likely to differ from their peers in terms of a greater tendency to attribute their difficulties to insufficient ability or in terms of a greater tendency to blame external factors. The authors investigated this issue in 24 LD boys and 14 LD girls in Grades 3–5 and in 38 age-, sex-, race-, and IQ-matched normal controls. Ss were asked to complete scales assessing attributions for academic difficulties; 2 wks later, Ss were presented with a reading task for which persistence was measured. It was found that LD girls were significantly more likely than nondisabled girls to attribute their difficulties to insufficient ability, but girls did not differ in their tendency to attribute their difficulties to external factors. In contrast, LD boys were significantly more likely than nondisabled boys to attribute their difficulties to external factors, but they did not differ from nondisabled boys in their tendency to attribute their difficulties to insufficient ability. Although the tendency to blame one's ability was negatively related to reading task persistence, the tendency to attribute one's difficulties to external factors did not show this negative relation. (38 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emergence of gender differences in depression during adolescence.

There are no gender differences in depression rates in prepubescent children, but, after the age of 15, girls and women are about twice as likely to be depressed as boys and men. In this article, 3 models for how gender differences in depression might develop in early adolescence are described and evaluated. According to Model I, the causes of depression are the same for girls and boys, but these causes become more prevalent in girls than in boys in early adolescence. According to Model 2, there are different causes of depression in girls and boys, and the causes of girls' depression become more prevalent than the causes of boys' depression in early adolescence. According to Model 3, girls are more likely than boys to carry risk factors for depression even before early adolescence, but these risk factors lead to depression only in the face of challenges that increase in prevalence in early adolescence. Evidence for the variables most commonly thought to contribute to gender differences in depression in children and adolescents is reviewed, and this evidence is related to the 3 models for how these differences develop. It is concluded that Model 3 is best supported by the available data, although much more research is needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Making the grade but feeling distressed: Gender differences in academic performance and internal distress.

There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into adolescence. Girls outperformed boys across all 4 subjects but were also more prone to internal distress than boys were. Girls doing poorly in school were the most vulnerable to internal distress. However, even girls doing well in school were more vulnerable than boys were. (PsycINFO Database Record (c) 2010 APA, all rights reserved)