Kohlberg's cognitive developmental theory

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A mind map outlining the A01 and A02 points for an essay
bebe97
Mind Map by bebe97, updated more than 1 year ago
bebe97
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Kohlberg's cognitive developmental theory
  1. Background
    1. A01
      1. K's theory draws on Piagetian idea that way we think changes as we get older because of physical changes in brain
        1. Brain becomes capable of increasingly complicated + abstract thinking
          1. Means changes in gender thinking are solely outcome of age-related changes in child's cognitive capabilities
            1. Consequence of this is that development occurs in stages
              1. Children naturally progress from 1 stage to the next as their way of thinking matures
                1. Useful to recognise this progression through stages is gradual process rather than one of sudden transitions
    2. Stage 1: gender labelling
      1. A01
        1. Ages 2 + 3
          1. Children label themselves + others as a boy or a girl, a man or woman
            1. Label based on outward appearance only, such as hairstyle or what a person is wearing
              1. Children will change gender labels as appearances change
        2. A02
          1. Research support
            1. Thompson
              1. Found 2 year olds were 76% correct in identifying their sex, whereas 3 year olds were 90% correct
                1. Shows increased ability to label themselves
                  1. Pre-operational stage
                    1. Lacks internal logic - kind of superficial logic but isn't internally consistent
          2. Stage 2: gender stability
            1. A01
              1. Around 4
                1. Children recognise gender is something consistent over time
                  1. Doesn't yet recognise consistency
                    1. Don't understand that gender is also constant across situations , believing instead M might change into F if they engage in F activities
                2. Under age of 7 still swayed by outward appearences
                  1. Concept of conservation
                    1. Lack the ability to conserve
                      1. McConaghy
                        1. Found young children shown a line drawing of doll where M genitals were visible through dolls dress children under age of 5 judged doll to be F because of external appearance despite contrary evidence that it was a boy
                3. A02
                  1. Research support
                    1. Slaby + Frey
                      1. Asked young children Qs such as: 'Were you a little boy or girl when you were a baby?' + 'When you grow up will you be a mummy or daddy?'
                        1. Answers given by children showed they didn't recognise that these traits were stable over time until 3 or 4 years old
                    2. Genital knowledge
                      1. Sandra Bem
                        1. Argues its GK rather than gender constancy that lies at root of gender development
                          1. Showed children a pic of a toddler in nude, asked them to identify its sex when dressed gender inappropriately + appropriately
                            1. Found 40% of 3-5 year olds capable of conserving gender
                              1. Tested children who didn't conserve gender + found 77% of these also failed a GK test
                                1. Simply didn't know what opposite sex genitalia looked like - couldn't conserve anything because they didn't know anything had changed
                                2. When children are asked to resolve a contradiction between genitals + clothing, child goes for cue which is most relevant in our society
                                  1. Children who resolve this contradiction by identifying gender on basis of clothing are simply showing they have learned about our world
                        2. Stage 3: gender consistency
                          1. A01
                            1. Around 6
                              1. Children comes to realise gender is consistent across situations
                                1. Developed full gender constancy
                              2. Key feature is that they start to learn about gender-appropriate behaviour
                                1. Up until this stage of constancy such info is not really relevant because child believes his/her gender may change
                              3. A02
                                1. Research support
                                  1. Slaby + Frey
                                    1. Asked 'If you played football would you be a B or a G?' +'Could you be a B/G if you wanted to be'
                                      1. Found children who scored high on both stability + consistency showed greatest interest in same-sex models
                                        1. Suggests increasing sense of constancy leads children to pay more attention to gender-appropriate models
                                  2. Age underestimtaed
                                    1. Slaby + Frey
                                      1. Gender consistency appeared at younger age - as young as 5
                                        1. Not direct challenge but suggests adjustments are necessary to ages
                                    2. Gender difference
                                      1. Slaby + Frey
                                        1. Found B tended to exhibit gender consistency before G
                                        2. Huston
                                          1. Points out relatively easy to get G to take on masculine-type activities but same cannot be said of B who generally resist
                                          2. Difference explained in terms of SLT
                                            1. Power = 1 factor that determines how likely a person is to identify w/ a role model
                                              1. G less likely to identify w/ role models because, even though RM are gender appropriate they're less powerful
                                              2. B = more likely to be punished for gender inappropriate behaviour than G
                                                1. Therefore learn appropriate gender behaviour more rapdily
                                                2. Theory = incomplete as SLT principles are also involved
                                              3. Methodology
                                                1. Bem
                                                  1. Criticised way children's gender constancy is measured
                                                    1. Claims that all being assessed is child's understanding of our social cues for indicating gender
                                                  2. Martin + Halverson
                                                    1. Analysed responses to Qs used by S + F
                                                      1. Judged children were adopting a 'pretend' mode - answering Qs based on this rather than what they really thought
                                                  3. IDA - Other approaches
                                                    1. Cognitive developmental approach makes no mention of hormones + genes
                                                      1. Suggests changing way people think can alter gender behaviours but evidence suggests while thinking may change, behaviour doesn't
                                                        1. Many couples theoretically agree to sharing domestic duties but practice doesn't happen
                                                          1. Perhaps because D of gender roles has bio rather than psych basis
                                                            1. Alternately, GR may be learned through reinforcement - social approach
                                                      2. CD approach emphasises active role of children in acquiring gender concepts
                                                        1. Social approach views gender development as more passive process, outcome of direct + indirect reinforcement from parents, peers + the media
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