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ERIC Number: ED113284
Record Type: RIE
Publication Date: 1975-Apr
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Sex-Roles and Social-Learning in Children.
Garrett, Candace Schau
Sex role development in children is based on the processes of social learning and cognitive development. According to social learning theory, the development and emergence of sex-typed behaviors and attitudes can be described by the same learning principles used to account for any other aspect of social behavior, generally principles related to reinforcement and imitation. The cognitive developmental approach adds that an important factor in sex role development is children's awareness of their own sex and their understanding that gender is a basically constant physical attribute. This research is about the effects of sex and vicarious reinforcement on imitation in first-grade children. The results indicate that children in pleasant settings observing non-sex-typed tasks with vicarious verbal reinforcement tend to imitate same-sex models. In threatening settings with vicarious verbal punishments between a male controller and a female model, children do not imitate the female since the male has ruled that she was wrong in the task. Further research under progress by the author is about the effect on children's attitudes of reversing the role in sex-stereotyped occupations in children's literature. (Author/DE)
Institute for Child Study, 10th and Bypass 46, Bloomington, Indiana 47401 (single copies free)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Midwest Regional Women's Studies Conference (Bloomington, Indiana, April 4-6, 1975)