Unit 4 test
Study Guide for Exam 3
Unit 7
1. At what age do boys and girls initiate same-sex play preference? Who is more exclusionary of the other sex?
- By age 5, boys prefer same sex play and are more exclusionary of the other sex. Girls 8-10
2. How do boys and girls play groups differ in size? How does boys’ and girls’ play differ based on location/space? How does girls’ and boys’ fantasy play differ? What is prosocial dominance and egoistic dominance and who is more likely to engage in each? In children ages 2.5 to 5 how does play style relate to who they play with? What does same-sex play predict in boys and girls? How much of children’s play does mixed-sex play account for? When are gender stereotypes likely to be most and least evident in children’s play?
- Boys play with larger groups, girls play with 1-2 people.
- Boys take up more space and likely to be outdoors. Girls likely to play inside or outside just in the yard.
- Boys play is more likely to be tough, competitive, dominant. Girls play more quiet, conversational, structured activity
- Prosocial dominance- girls express shortening with one scourge. Take turns when speaking, aknowledge other when speaking, play with younger
- Egoistic dominance- interrupt each other, wheaten, refuse to comply, top one another’s stories, call eachother names.
3. What is positive social behavior, task behavior, and negative social behavior and who is more likely to engage in each?
- Positive social behavior- agree with truly ppl, group solidarity, encourage prayers to talk, positive comments (women)
- Task behavior- men talk more in groups, asking for/ offering opinions and suggestions
- Negative social behavior- disagreement, antagonism, escalate neg social behavior (men)
4. What are the three dimensions in which we can classify language? Name and describe. Explain how women and men’s language fits into these three dimensions.
1. Direct or indirect – women use qualifiers (unless) or hedges (sorta, maybe)
2. Succinct (men) or elaborate (women) – women have longer sentences, intensive adverbs
3. Instrumental (men) or effective (women)- Instrumental is facts, figures. Effective is emotional
5. What were the conclusions from Hall, Carter, and Horgan’s meta-analytic review of the literature on nonverbal behavior? What were Hall’s conclusions regarding sex differences in nonverbal behavior?
- Women smile and gaze more, stands closer and addresses people more direclty, more likely to touch other people
- Men more likley to have expansive body movement
- Conclusion: sex differences in nonverbal behaviors are larger than most sex differences
6. What do meta-analyses find in regards to sex differences in smiling? Be sure to include effect size. What were the findings from the study of female and male yearbook pictures spanning kindergarten through college? What are some situational variables that influence the sex difference in smiling?
- Smiling meta: females smile more than men (-0.40) Adolescence being biggest
- Yearbook picture: affect started in 2nd grade. Peaked in 4th grade and persisted till college
- Situational variables:
o social setting,
o cross cultural -highest difference Canada (-0.59), lowest difference Britain (0.13)
o Personality variables- much bigger then six but these variables are related to sex:
§ Socialability, nurturance, femininity
7. Why do women appear to be more easily influenced than men?
- People feel more confortable with interactions with women. People display more agreeable behavior towards women. Not due to female trait. Due to the way people behave towards women.
8. What are the three broad categories of leadership? Name and describe. What are the meta-analyses findings regarding sex differences in these categories of leadership? Be sure to include effect sizes. Which style of leadership has been found to be most effective?
- Transformational- inspiration, motivation, role model yourself
o Meta analysis 1- (-0.10)
o Meta anlysis 2-
§ men more likely to report women had transactional style
§ Transformational style fo women could overcome stigma of woman leader
§ Androgynous- high amounts of male and female traits=success
- Transactional- monitoring subordinations, rewarding good behavior
o Meta analysis 1- rewarding behavior (-0.13) monitoring performance (+0.12) wait for a reported problem (+0.27)
- Laissez-faire- hands off (+0.16)
- Transformational style most effective
9. Describe the study that assessed 40 teams of three to five students who were assembled to work on a decision-making task – a task that was determined to be masculine in nature. How was the study conducted and what were the findings? How did the authors explain the findings?
- Consisted of a female or male expert and established by individual performance before teams
- Results:
o Female experts judged about having less knowledge on task then male experts
o Female experts had less influence on groups overall performance
o Groups with female expert preformed worse than those who had male
- Why? – when experts disagree with group the consequences are bigger for women. Negative stereotypes of assertive women
10. What do we tend to find when studies ask women and men to provide direct reports as to how often they experience a particular emotion? What accounts for the discrepancy in findings between retrospective reports and online measures of emotion?
- Lab- women report more neg emotions then men. Nationally representative sample- no sex difference but women more neg men more positive.
- Control for income- no sex difference with negative emotions
- Online measure- “beeper” find no difference in frequency of emotion / self reports- women report more detailed emotions then men.
11. What does social role theory suggests is the cause for sex differences in communication? How do gender roles lead men and women to behave differently?
- Social role theory- Our expectations about female/male behavior stem form stereotypes about different social roles of women and men
- Lead men to behave in more instrumental ways and less women to behave in communal/ relationships maintaining ways