ORIGINAL ARTICLE
Gender Labels on Gender-Neutral Colors: Do they Affect Children’s
Color Preferences and Play Performance?
Sui Ping Yeung1 & Wang Ivy Wong1
Published online: 4 January 2018
# Springer Science+Business Media, LLC, part of Springer Nature 2017
Abstract
Gender-typed color preferences are widely documented, and there has been increasing concern that they affect children’s play
preferences. However, it is unclear whether such color preferences exist across cultures, how they have emerged, and how gender
color-coding affects performance. Chinese preschoolers (n = 126) aged 59 to 94 months were tested. First, we assessed their
gender-typed color preferences using forced-choice tasks with color cards and pictures of neutral toys in gender-typed colors.
Second, we tested if gender labels could affect color preferences by labeling two gender-neutral colors as gender-typed and
assessed children’s liking for them using a rating task and a forced-choice task with pictures of neutral toys in the labeled colors.
Third, we assigned children a tangram puzzle (i.e., a puzzle using geometric pieces) painted either in the gender-appropriate or
gender-inappropriate color and measured the number of pieces they completed and their speed. Results showed that Chinese
children exhibited the same gender-typed color preferences as Western children did. Moreover, applying gender labels amplified
a gender difference in color preferences, thus providing direct and strong evidence for the social-cognitive pathway underlying
gender-typed preferences. Finally, color-coding as gender-appropriate or -inappropriate had no impact on performance but the
gender labels improved boys’ performance. These results add to knowledge on how gender-related information affects children’s
responses to the social world and suggest that the current gender color divide should be reconsidered.
Keywords Gender labels . Gender color-coding . Color preferences . Play performance . Gender differences
BGender Revolution,^ a special issue of National
Geographic Magazine in January 2017, has caught world-
wide attention (Goldberg 2017). A striking image is the
photo of a transgender nine-year-old girl dressed in pink
from head to toe on the cover. Other images show girls
and boys surrounded by exclusively pink or blue posses-
sions (Zuckerman 2017). It is easy to observe, for in-
stance in shops and advertisements, that pink is common-
ly used in a wide range of products targeting girls and
blue in products targeting boys. Pink and blue have be-
come gender-typed as symbols of femaleness and male-
ness, respectively, and appear to be the most gender-typed
among different colors in the recent decades (Chiu et al.
2006; Del Giudice 2012). The colors themselves can thus
serve as visual gender labels (Wong and Hines 2015a).
The prevalence of gender labels and of gender color-
coding (i.e., the use of gender-typed colors in differentiat-
ing objects by gender) may affect how children ...
This study aims to understand the factors that influence doll choice in girls ages 4 to 10. The researchers will conduct individual interviews with girls where they are presented with dolls of varying attributes. The interviews will be transcribed and analyzed for themes to determine what process the girls use to make choices about doll selection based on concepts of beauty. The results could provide guidance to educators on how doll options influence girls' development and self-concept.
This document discusses a cross-cultural study of color categorical perception in Korean and English toddlers pre- and post-acquisition of color terms. It explores whether color terms are culturally arbitrary or universally constrained, and whether acquisition of color terms affects color perception and cognition. Previous research has found both categorical perception effects in toddlers before reliable color term use, as well as some effects of color term knowledge, suggesting color perception has both universal and linguistic influences. Studying infants and toddlers during language acquisition can help test these hypotheses.
The document discusses how cultural differences influence children's play. It analyzes research showing that cultural factors like parental beliefs, adult modeling, and societal values shape the themes, communication styles, and types of play engaged in by children from different cultures. For example, studies found that Anglo-American children engaged in more fantasy play while Korean-American children's play focused more on everyday activities. The document also examines how gender, socioeconomic class, and urbanization can impact cultural differences in children's play.
Evolutionary perspective of sex typed toy preferencesTeresa Levy
This article discusses an evolutionary perspective on sex-typed toy preferences in children. It proposes that evolved visual processing biases may contribute to differences in how boys and girls interact with toys. Selection pressures that evolved male preferences for male playmates and female roles related to object features and functions may influence children's toy choices in adaptive ways. Research on sex differences in spatial abilities, color vision, and the social and biological factors that shape toy preferences is reviewed to support this perspective.
(1) The document discusses a study examining gender differences in dramatic play among preschoolers. The researcher observed that girls engaged in dramatic play more often than boys.
(2) The study aims to determine if changing the dramatic play area frequently would increase boys' engagement, and if gender stereotypes affect engagement.
(3) A literature review discusses previous research finding gender preferences emerge by age 2, and that play materials and teacher influences can impact gender stereotypes in early childhood.
Research project. Attraction to others through the influence of red.David Seckington
This study explored how the color red impacts attraction between people. Participants of various genders and sexual orientations viewed images of models wearing shirts of different colors against differently colored backgrounds. It was hypothesized that red would increase reported attraction more than other colors. Results found that while red did influence attraction, other colors like blue also increased attraction depending on context. The study concluded that color's impact on attraction is complex and depends on both the individual and situation rather than any one color alone.
- The study examined how an interviewer's gender influences children's assignment of gender to toys and games. 11 children aged 3-5 were interviewed by either a male or female interviewer.
- When asked to categorize known neutral games, most children said they were for both boys and girls. However, 80% said football was only for boys.
- For unknown neutral games, some children assigned the gender based on the interviewer's gender, while others said both genders.
- All female participants chose a female undergraduate to play with, while most male participants chose someone of their own gender.
Gender Differences in Learners’ Perceptions of an Ideal Primary School INFOGAIN PUBLICATION
The study examined differences in how boys and girls perceive an ideal primary school. 118 students aged 8-10 in Iran were interviewed and asked to draw their ideal school. The study found significant gender differences. Boys' drawings tended to show exterior and aerial views, while girls focused on interior views. Boys included more natural elements, sports fields, and conventional designs. In contrast, girls' drawings had more decorative accessories and unconventional designs. The findings suggest children's views of an ideal school are influenced by their gender and cultural socialization.
This study aims to understand the factors that influence doll choice in girls ages 4 to 10. The researchers will conduct individual interviews with girls where they are presented with dolls of varying attributes. The interviews will be transcribed and analyzed for themes to determine what process the girls use to make choices about doll selection based on concepts of beauty. The results could provide guidance to educators on how doll options influence girls' development and self-concept.
This document discusses a cross-cultural study of color categorical perception in Korean and English toddlers pre- and post-acquisition of color terms. It explores whether color terms are culturally arbitrary or universally constrained, and whether acquisition of color terms affects color perception and cognition. Previous research has found both categorical perception effects in toddlers before reliable color term use, as well as some effects of color term knowledge, suggesting color perception has both universal and linguistic influences. Studying infants and toddlers during language acquisition can help test these hypotheses.
The document discusses how cultural differences influence children's play. It analyzes research showing that cultural factors like parental beliefs, adult modeling, and societal values shape the themes, communication styles, and types of play engaged in by children from different cultures. For example, studies found that Anglo-American children engaged in more fantasy play while Korean-American children's play focused more on everyday activities. The document also examines how gender, socioeconomic class, and urbanization can impact cultural differences in children's play.
Evolutionary perspective of sex typed toy preferencesTeresa Levy
This article discusses an evolutionary perspective on sex-typed toy preferences in children. It proposes that evolved visual processing biases may contribute to differences in how boys and girls interact with toys. Selection pressures that evolved male preferences for male playmates and female roles related to object features and functions may influence children's toy choices in adaptive ways. Research on sex differences in spatial abilities, color vision, and the social and biological factors that shape toy preferences is reviewed to support this perspective.
(1) The document discusses a study examining gender differences in dramatic play among preschoolers. The researcher observed that girls engaged in dramatic play more often than boys.
(2) The study aims to determine if changing the dramatic play area frequently would increase boys' engagement, and if gender stereotypes affect engagement.
(3) A literature review discusses previous research finding gender preferences emerge by age 2, and that play materials and teacher influences can impact gender stereotypes in early childhood.
Research project. Attraction to others through the influence of red.David Seckington
This study explored how the color red impacts attraction between people. Participants of various genders and sexual orientations viewed images of models wearing shirts of different colors against differently colored backgrounds. It was hypothesized that red would increase reported attraction more than other colors. Results found that while red did influence attraction, other colors like blue also increased attraction depending on context. The study concluded that color's impact on attraction is complex and depends on both the individual and situation rather than any one color alone.
- The study examined how an interviewer's gender influences children's assignment of gender to toys and games. 11 children aged 3-5 were interviewed by either a male or female interviewer.
- When asked to categorize known neutral games, most children said they were for both boys and girls. However, 80% said football was only for boys.
- For unknown neutral games, some children assigned the gender based on the interviewer's gender, while others said both genders.
- All female participants chose a female undergraduate to play with, while most male participants chose someone of their own gender.
Gender Differences in Learners’ Perceptions of an Ideal Primary School INFOGAIN PUBLICATION
The study examined differences in how boys and girls perceive an ideal primary school. 118 students aged 8-10 in Iran were interviewed and asked to draw their ideal school. The study found significant gender differences. Boys' drawings tended to show exterior and aerial views, while girls focused on interior views. Boys included more natural elements, sports fields, and conventional designs. In contrast, girls' drawings had more decorative accessories and unconventional designs. The findings suggest children's views of an ideal school are influenced by their gender and cultural socialization.
An evolutionary perspective of sex typed toy preferencesTeresa Levy
This article discusses an evolutionary perspective on sex-typed toy preferences in children. It suggests that prenatal androgen exposure influences the development of sex-dimorphic visual processing pathways in the brain, giving rise to innate biases for certain object features associated with traditional masculine and feminine toys. Studies show that girls exposed to high prenatal androgen levels exhibit masculinized toy preferences. Neonatal visual preferences and nonhuman primate research also support the hypothesis that prenatal hormones shape visual system development in a sex-dimorphic manner to influence later toy preferences.
The results of a survey carried out as part of my MA Graphic Design Major Project exploring the relationship between colour and language. The presentation illustrates the responses from 200 participants to an online survey examining different aspects of colour naming and colour vocabulary.
Poster presentation. Attraction to other people through the colour redDavid Seckington
This study explored how the color red and other colors affect attraction between genders. 66 participants viewed images of models wearing colored tops against colored backgrounds. Results found that red appeared to influence attraction, but not definitively for any single aspect like clothing or background color. Red was not rated as the most attractive color overall, as blue tops and backgrounds also scored highly. Attraction to color seems context-dependent and influenced by individual preferences.
This study investigated whether the acquisition of basic color terms in young children is constrained by a developmental order, as proposed by Berlin and Kay (1969). Forty-three children between ages 2-5 were assessed on two tasks: a color comprehension task involving matching colors to spoken words, and a color naming task requiring children to verbally name colors. The study aimed to determine if there was a systematic order to color term acquisition across tasks and ages, if primary colors were acquired before non-primary colors, and at what age children showed reliable knowledge of the 11 basic color terms. Results provided little support for a systematic developmental order or clear advantage for primary colors. Instead, children appeared to acquire reliable knowledge of most color terms within a 3-
Ralph SantosEDHD-320.0501 October 10, 2017 Effects of Par.docxaudeleypearl
Ralph Santos
EDHD-320.0501
October 10, 2017
“Effects of Parents’ Migration on the Education of Children Left Behind in Rural China” by Minhui Zhou, Rachel Murphy, and Ran Tao
The first research question is: what is the impact of parents’ migration status on children’s educational outcomes? The available literature shows a mixed picture concerning whether children whose parents have moved are benefited in their education, while others willhave fouind that they are disadvantaged. The second research question involveconcerns the impact of both the parental absence and also the post-migration parental structures on children’s educational outcomes. As evidenced by this questions, most of the family structures research which has been undertaken by migration studies scholars have scrutinized the impacts of single-parent parenthood on children’s educational performance and attainment. The third and last research question pertains to the ways in which the effects of parental migration and the effects of post-migration parenthood may vary depending on the children’s sex. This literature also draws some insights into the sex variations and the effects of parental migration on children’s educational results.
Data for this study was collected by sampling method. The final sample involved 1,010 children: 53% were from Anhui province and 47% in Jiangxi province. In case of theFor 304 children, both parents were at home while the other 706 children had a least 15 who had migrated. Also, there were 997 primary school students, which is, in grades 4 and 6 representing 69% and 313 junior high school students representing 31%. Boys were 533, where 55% of the sample that shows the girls numbered 457. Children in the sample were aged between 8 and 17, with an average age of 12 years. The independent variables for this study are parents’ migration status which was designated as one of three status;types: both parents are at home, one parent is a migrant, and both parents are migrants. Dependent variables are the children’s educational performance, which is measured by the average of children’s test scores for the year 2009 and 2010 in Chinese and mathematics. Comment by Susan: ? what type of sampling method? Comment by Susan: ? (is the 5 a typo?) Comment by Susan: unclear wording
This article draws on an original cross-sectional survey of 1,010 children and their parents in highly migratory locations of Anhui and Jiangxi province located in China’s interior. It employs inclination score matching, a skill which mitigates indigeneity, to examine the impact of parental migration and post-migration responsibility arrangements on the children’s educational performance as measured by test scores for Chinese and mathematics. One major finding is that the educational performance of the children is adversely impacted by the parental migration only when both the parents migrate or when or in the instance that a non-parent guardian is a principal caretaker. Consequentiall ...
Teresa Artola: "Boys and girls creavity: Qualifatived differences in divergen...Elisabeth Vierheller
This study explored potential differences in divergent thinking between males and females. It analyzed data from 1,377 subjects across various age groups. The results showed that females generally outperformed males on verbal creativity tasks, while males performed better on graphical tasks. Younger children showed more pronounced differences between sexes compared to adults, for whom few differences were found. The study concluded that males and females approach creativity tasks qualitatively differently, and standard identification procedures may underestimate some gifted individuals based on gender. Educators should consider these differences when assessing and promoting creativity.
Mother Tongue-Based Bilingual Education and Concept Formation in Children in ...ijtsrd
This study aimed at investigating mother tongue-based bilingual education and concept formation of children in Bafut in the North West Region of Cameroon. A quasi-experimental design was adopted whereby 20 male and female children were purposefully selected for the study. An adapted version of the Mayer and Mayer 1975 picture description task, a language comprehension test, as well as a sociolinguistic Questionnaire were used to measure the language proficiency of participants. Both the bilingual and monolingual samples were administered the symbol substitution task, the Dimension Change Card Sort DCCS , Test of Linear measurement and object classification task to measure their concept formation abilities. Data were analyzed using a pre-designed EpiData Version 3.1, SPSS version 21.0, Mann-Whitney U test and Spearmans Rho correlation test. Results indicate that there was no bilingual advantage in the various tasks. The main explanation for no bilingual advantage lies in the fact that a predominantly subtractive bilingual sample was used. Recommendations were made to stake holders, as well as suggestions for further research and conclusion. Angu Roland Nji "Mother Tongue-Based Bilingual Education and Concept Formation in Children in Bafut Sub-Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20276.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20276/mother-tongue-based-bilingual-education-and-concept-formation-in-children-in-bafut-sub-division/angu-roland-nji
GENDER ROLE STEREOTYPE PERCEPTION ON OCCUPATIONAL ROLES AMONG MALAYSIAN CHILDRENAjeet Kaur
The document is an acknowledgement from researchers thanking various individuals who assisted with their research. It expresses appreciation to their supervisor, lecturer, senior lecturer, and others who provided guidance and support throughout the research process. It also thanks the families who allowed their children to participate in the research.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxcroysierkathey
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford, ...
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
This study examined how the design of presentation slides (black and white vs colored) affected students' ability to recall information. 61 undergraduate students were randomly assigned to view either a black and white or colored slideshow containing the same information. They then completed a quiz to test their memory of the material. The results showed no significant difference in recall between the two groups, failing to support the hypothesis that colored slides would enhance memory. The study was replicated with 122 additional students, again finding no effect of color on memory.
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Essay about Gender Identity
The development of gender awareness is fundamental for our sense of self and is also predominant in any assessment made of another person as from birth on people respond differently to males and females. Gender identity can be seen as one of the earliest social categories that children learn to apply to both themselves and other people. This is suggested in Schaffer s (1996) definition where gender identity is the correct labelling of self and others as male or female. There are three main theories that have been explored which all suggest multiple ways in which gender awareness is developed: Bandura, Kohlburg and the Gender Scheme Theory. Firstly, Bandura (1977) notes that the idea that social influences clearly plays a very significant...show more content...Therefore, this shows that the development of gender awareness and identity has been the topic of many debates, thus showing how important the development of gender awareness is.
Sex role development begins in infancy and is a basic component of a stable identity throughout life and it can be suggested that the key component to identity formation are the social influences. This includes parental expectations, peer relationships and social experience that result in conforming to the gender stereotypes. Research into this has explored the ways in which parents and children interact with each other. From the beginning, parents tend to treat their child by their sex, ranging from the name given to the baby, to toys and furnishings. This, therefore, places t
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Essay about Gender Identity
The development of gender awareness is fundamental for our sense of self and is also predominant in any assessment made of another person as from birth on people respond differently to males and females. Gender identity can be seen as one of the earliest social categories that children learn to apply to both themselves and other people. This is suggested in Schaffer s (1996) definition where gender identity is the correct labelling of self and others as male or female. There are three main theories that have been explored which all suggest multiple ways in which gender awareness is developed: Bandura, Kohlburg and the Gender Scheme Theory. Firstly, Bandura (1977) notes that the idea that social influences clearly plays a very significant...show more content...Therefore, this shows that the development of gender awareness and identity has been the topic of many debates, thus showing how important the development of gender awareness is.
Sex role development begins in infancy and is a basic component of a stable identity throughout life and it can be suggested that the key component to identity formation are the social influences. This includes parental expectations, peer relationships and social experience that result in conforming to the gender stereotypes. Research into this has explored the ways in which parents and children interact with each other. From the beginning, parents tend to treat their child by their sex, ranging from the name given to the baby, to toys and furnishings. This, therefore, places t
The document summarizes a psychology experiment on whether people's ability to determine others' nationality depends more on genes or experiences. It found that those who had lived outside their home country for longer periods generally identified nationalities more accurately. For Western faces, accuracy was highest for those abroad over 15 years. But for Asian/African faces, both those abroad over 15 years and under 1 year scored most accurately, suggesting experience plays a role but doesn't fully explain nationality determination abilities. Overall, the results provide some support that experiences influence how people determine nationality.
The researcher will conduct a collective case study involving 6 families to examine the effects of Dialogic Reading technique on parent-child interactions and children's language development. Parents will receive training on Dialogic Reading and be asked to read to their children aged 2-4 for 6 weeks using this technique. Data collection will include standardized language assessments of children before and after, parent interviews, observations of shared reading coded with an established form, and parent diaries. The study aims to provide both qualitative and quantitative data on children's language gains and families' experiences with the intervention.
This study examined how the presentation of gender-stereotyped toy pictures (static vs. dynamic) and encoding conditions (intentional vs. incidental memory) influence gender schematic processing and recall in children and adults. 160 children ages 5-13 and adults viewed pictures of toys stereotypically associated with one gender. Participants were either told to memorize the pictures or were not told they would later be tested. Results showed weaker gender schematic processing, with better recall of static pictures and in the intentional memory condition. Across age groups, participants recalled more male-stereotyped toys.
1 You have been tasked to perform a CRISPR based knockout of your.docxkarisariddell
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren.
1 You have been tasked to perform a CRISPR based knockout of your.docxjeremylockett77
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren ...
Child Gender Influences Paternal Behavior, Language, and Brain.docxbartholomeocoombs
Child Gender Influences Paternal Behavior, Language, and Brain Function
Jennifer S. Mascaro
Emory University
Kelly E. Rentscher
University of Arizona
Patrick D. Hackett
Emory University
Matthias R. Mehl
University of Arizona
James K. Rilling
Emory University
Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact
child outcomes. The complex picture that has emerged, however, is obscured by methodological
challenges inherent to the study of parental caregiving, and no studies to date have examined the
possibility that gender differences in observed real-world paternal behavior are related to differential
paternal brain responses to male and female children. Here we compare fathers of daughters and fathers
of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child
picture stimuli. Compared with fathers of sons, fathers of daughters were more attentively engaged with
their daughters, sang more to their daughters, used more analytical language and language related to
sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy
facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral
orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP),
used more achievement language with their sons, and had a stronger neural response to their son’s neutral
facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was
negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically
for fathers of boys. These results indicate that real-world paternal behavior and brain function differ as
a function of child gender.
Keywords: experience sampling, fathers, fMRI, gender socialization, play
Supplemental materials: http://dx.doi.org/10.1037/bne0000199.supp
A number of studies argue that parents treat girls and boys
differently, and learning theory proposes that parents model and
reinforce gender stereotypes in their children (Bandura & Walters,
1977; Bussey & Bandura, 1999). For example, some research
indicates that mothers talk more (Leaper, Anderson, & Sanders,
1998; MacDonald & Parke, 1984) and are more restrictive of
physical risk-taking with daughters (Morrongiello & Hogg, 2004)
than with sons. Other research indicates that western fathers and
mothers are more elaborative in autobiographical storytelling with
girls than boys (Fivush, 2011). Moreover, parents often encourage
gender-stereotyped play behavior and household chores and dis-
courage gender-atypical behavior (Lytton & Romney, 1991), and
both mothers and fathers are more likely to engage in rough and
tumble (RTP) play with boys than with girls (McIntyre & Ed-
wards, 2009; Paquette & Dumont, 2013; Pellegrini & Smith,
1998). Related lines of research also point to differences in paren-
tal behavio.
The study aimed to determine if there was a relationship between attachment style (secure or insecure) and frequency of electronic media use (high or low) in 92 caregiver-child dyads. A correlation analysis found no significant association between the two variables. Additionally, the study found no significant differences in attachment style or technology use between genders. While limitations existed, the results suggest there is no relationship between attachment style and frequency of electronic media use. Further research is still needed on how technology impacts the important parent-child relationship.
1. Primary sources2. Secondary sources3. La Malinche4. Bacon’s.docxvannagoforth
1. Primary sources
2. Secondary sources
3. La Malinche
4. Bacon’s rebellion
5. Robert Carter III
6. Mesoamerica
7. Middle Passage
8. Indentured servitude
9. The Jefferson-Hemings Controversy
10. Triangular trade
11. Saint Dominique Revolt
12. Syncretism
13. Olaudah Equiano
14. Christopher Columbus
15. Columbian Moment
16. Hernan Cortes
17. Florentine Codex
18. Master Narrative of American History
19. Reconquista
20. The Paradox of Slavery
21. Indian Removal Act 1830
22. Trail of Tears
23. Treaty of Guadalupe Hidalgo
24. Niños Heroes (Heroic Children)
25. Antonio López de Santa Anna y Pérez de Lebrón
26. The Royal Africa Company
27. John Locke
28. St. Patrick’s Battalion
29. Chilam Balam
30. Popol Vuh
31. El requerimiento (The Requirement)
32. Manifest Destiny
33. Moses and Stephen F. Austin
34. Colonialism
35. Colonial Legacy
.
1. Prepare an outline, an introduction, and a summary.docxvannagoforth
The document instructs the reader to prepare a 4 page double spaced report on an attached article, including an outline, introduction, and summary, and to prepare 4 PowerPoint slides summarizing the report.
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The first research question is: what is the impact of parents’ migration status on children’s educational outcomes? The available literature shows a mixed picture concerning whether children whose parents have moved are benefited in their education, while others willhave fouind that they are disadvantaged. The second research question involveconcerns the impact of both the parental absence and also the post-migration parental structures on children’s educational outcomes. As evidenced by this questions, most of the family structures research which has been undertaken by migration studies scholars have scrutinized the impacts of single-parent parenthood on children’s educational performance and attainment. The third and last research question pertains to the ways in which the effects of parental migration and the effects of post-migration parenthood may vary depending on the children’s sex. This literature also draws some insights into the sex variations and the effects of parental migration on children’s educational results.
Data for this study was collected by sampling method. The final sample involved 1,010 children: 53% were from Anhui province and 47% in Jiangxi province. In case of theFor 304 children, both parents were at home while the other 706 children had a least 15 who had migrated. Also, there were 997 primary school students, which is, in grades 4 and 6 representing 69% and 313 junior high school students representing 31%. Boys were 533, where 55% of the sample that shows the girls numbered 457. Children in the sample were aged between 8 and 17, with an average age of 12 years. The independent variables for this study are parents’ migration status which was designated as one of three status;types: both parents are at home, one parent is a migrant, and both parents are migrants. Dependent variables are the children’s educational performance, which is measured by the average of children’s test scores for the year 2009 and 2010 in Chinese and mathematics. Comment by Susan: ? what type of sampling method? Comment by Susan: ? (is the 5 a typo?) Comment by Susan: unclear wording
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The document is an acknowledgement from researchers thanking various individuals who assisted with their research. It expresses appreciation to their supervisor, lecturer, senior lecturer, and others who provided guidance and support throughout the research process. It also thanks the families who allowed their children to participate in the research.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxcroysierkathey
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford, ...
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
This study examined how the design of presentation slides (black and white vs colored) affected students' ability to recall information. 61 undergraduate students were randomly assigned to view either a black and white or colored slideshow containing the same information. They then completed a quiz to test their memory of the material. The results showed no significant difference in recall between the two groups, failing to support the hypothesis that colored slides would enhance memory. The study was replicated with 122 additional students, again finding no effect of color on memory.
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Essay about Gender Identity
The development of gender awareness is fundamental for our sense of self and is also predominant in any assessment made of another person as from birth on people respond differently to males and females. Gender identity can be seen as one of the earliest social categories that children learn to apply to both themselves and other people. This is suggested in Schaffer s (1996) definition where gender identity is the correct labelling of self and others as male or female. There are three main theories that have been explored which all suggest multiple ways in which gender awareness is developed: Bandura, Kohlburg and the Gender Scheme Theory. Firstly, Bandura (1977) notes that the idea that social influences clearly plays a very significant...show more content...Therefore, this shows that the development of gender awareness and identity has been the topic of many debates, thus showing how important the development of gender awareness is.
Sex role development begins in infancy and is a basic component of a stable identity throughout life and it can be suggested that the key component to identity formation are the social influences. This includes parental expectations, peer relationships and social experience that result in conforming to the gender stereotypes. Research into this has explored the ways in which parents and children interact with each other. From the beginning, parents tend to treat their child by their sex, ranging from the name given to the baby, to toys and furnishings. This, therefore, places t
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
Essay about Gender Identity
The development of gender awareness is fundamental for our sense of self and is also predominant in any assessment made of another person as from birth on people respond differently to males and females. Gender identity can be seen as one of the earliest social categories that children learn to apply to both themselves and other people. This is suggested in Schaffer s (1996) definition where gender identity is the correct labelling of self and others as male or female. There are three main theories that have been explored which all suggest multiple ways in which gender awareness is developed: Bandura, Kohlburg and the Gender Scheme Theory. Firstly, Bandura (1977) notes that the idea that social influences clearly plays a very significant...show more content...Therefore, this shows that the development of gender awareness and identity has been the topic of many debates, thus showing how important the development of gender awareness is.
Sex role development begins in infancy and is a basic component of a stable identity throughout life and it can be suggested that the key component to identity formation are the social influences. This includes parental expectations, peer relationships and social experience that result in conforming to the gender stereotypes. Research into this has explored the ways in which parents and children interact with each other. From the beginning, parents tend to treat their child by their sex, ranging from the name given to the baby, to toys and furnishings. This, therefore, places t
The document summarizes a psychology experiment on whether people's ability to determine others' nationality depends more on genes or experiences. It found that those who had lived outside their home country for longer periods generally identified nationalities more accurately. For Western faces, accuracy was highest for those abroad over 15 years. But for Asian/African faces, both those abroad over 15 years and under 1 year scored most accurately, suggesting experience plays a role but doesn't fully explain nationality determination abilities. Overall, the results provide some support that experiences influence how people determine nationality.
The researcher will conduct a collective case study involving 6 families to examine the effects of Dialogic Reading technique on parent-child interactions and children's language development. Parents will receive training on Dialogic Reading and be asked to read to their children aged 2-4 for 6 weeks using this technique. Data collection will include standardized language assessments of children before and after, parent interviews, observations of shared reading coded with an established form, and parent diaries. The study aims to provide both qualitative and quantitative data on children's language gains and families' experiences with the intervention.
This study examined how the presentation of gender-stereotyped toy pictures (static vs. dynamic) and encoding conditions (intentional vs. incidental memory) influence gender schematic processing and recall in children and adults. 160 children ages 5-13 and adults viewed pictures of toys stereotypically associated with one gender. Participants were either told to memorize the pictures or were not told they would later be tested. Results showed weaker gender schematic processing, with better recall of static pictures and in the intentional memory condition. Across age groups, participants recalled more male-stereotyped toys.
1 You have been tasked to perform a CRISPR based knockout of your.docxkarisariddell
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren.
1 You have been tasked to perform a CRISPR based knockout of your.docxjeremylockett77
1: You have been tasked to perform a CRISPR based knockout of your gene. Identify all candidate sgRNAs which can knockout all isoforms of your gene. Paste the excel spreadsheet with a list below.
2: Annotate in benchling where these candidate sgRNAs are
3: For two of the sgRNAs you have found, design PCR primers which will amplify the target site and produces a product less < 1000 bp
4: Indicate where in the target site the double strand break will happen.`
5: What is the impact on the protein coding sequence if the following NHEJ mutations occur:
(A) Single base deletion
(B) Two base deletion
(C) Three base deletion
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Bren ...
Child Gender Influences Paternal Behavior, Language, and Brain.docxbartholomeocoombs
Child Gender Influences Paternal Behavior, Language, and Brain Function
Jennifer S. Mascaro
Emory University
Kelly E. Rentscher
University of Arizona
Patrick D. Hackett
Emory University
Matthias R. Mehl
University of Arizona
James K. Rilling
Emory University
Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact
child outcomes. The complex picture that has emerged, however, is obscured by methodological
challenges inherent to the study of parental caregiving, and no studies to date have examined the
possibility that gender differences in observed real-world paternal behavior are related to differential
paternal brain responses to male and female children. Here we compare fathers of daughters and fathers
of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child
picture stimuli. Compared with fathers of sons, fathers of daughters were more attentively engaged with
their daughters, sang more to their daughters, used more analytical language and language related to
sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy
facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral
orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP),
used more achievement language with their sons, and had a stronger neural response to their son’s neutral
facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was
negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically
for fathers of boys. These results indicate that real-world paternal behavior and brain function differ as
a function of child gender.
Keywords: experience sampling, fathers, fMRI, gender socialization, play
Supplemental materials: http://dx.doi.org/10.1037/bne0000199.supp
A number of studies argue that parents treat girls and boys
differently, and learning theory proposes that parents model and
reinforce gender stereotypes in their children (Bandura & Walters,
1977; Bussey & Bandura, 1999). For example, some research
indicates that mothers talk more (Leaper, Anderson, & Sanders,
1998; MacDonald & Parke, 1984) and are more restrictive of
physical risk-taking with daughters (Morrongiello & Hogg, 2004)
than with sons. Other research indicates that western fathers and
mothers are more elaborative in autobiographical storytelling with
girls than boys (Fivush, 2011). Moreover, parents often encourage
gender-stereotyped play behavior and household chores and dis-
courage gender-atypical behavior (Lytton & Romney, 1991), and
both mothers and fathers are more likely to engage in rough and
tumble (RTP) play with boys than with girls (McIntyre & Ed-
wards, 2009; Paquette & Dumont, 2013; Pellegrini & Smith,
1998). Related lines of research also point to differences in paren-
tal behavio.
The study aimed to determine if there was a relationship between attachment style (secure or insecure) and frequency of electronic media use (high or low) in 92 caregiver-child dyads. A correlation analysis found no significant association between the two variables. Additionally, the study found no significant differences in attachment style or technology use between genders. While limitations existed, the results suggest there is no relationship between attachment style and frequency of electronic media use. Further research is still needed on how technology impacts the important parent-child relationship.
Similar to ORIGINAL ARTICLEGender Labels on Gender-Neutral Colors Do.docx (20)
1. Primary sources2. Secondary sources3. La Malinche4. Bacon’s.docxvannagoforth
1. Primary sources
2. Secondary sources
3. La Malinche
4. Bacon’s rebellion
5. Robert Carter III
6. Mesoamerica
7. Middle Passage
8. Indentured servitude
9. The Jefferson-Hemings Controversy
10. Triangular trade
11. Saint Dominique Revolt
12. Syncretism
13. Olaudah Equiano
14. Christopher Columbus
15. Columbian Moment
16. Hernan Cortes
17. Florentine Codex
18. Master Narrative of American History
19. Reconquista
20. The Paradox of Slavery
21. Indian Removal Act 1830
22. Trail of Tears
23. Treaty of Guadalupe Hidalgo
24. Niños Heroes (Heroic Children)
25. Antonio López de Santa Anna y Pérez de Lebrón
26. The Royal Africa Company
27. John Locke
28. St. Patrick’s Battalion
29. Chilam Balam
30. Popol Vuh
31. El requerimiento (The Requirement)
32. Manifest Destiny
33. Moses and Stephen F. Austin
34. Colonialism
35. Colonial Legacy
.
1. Prepare an outline, an introduction, and a summary.docxvannagoforth
The document instructs the reader to prepare a 4 page double spaced report on an attached article, including an outline, introduction, and summary, and to prepare 4 PowerPoint slides summarizing the report.
1. Normative moral philosophy typically focuses on the determining t.docxvannagoforth
According to Aristotle, virtues are traits of character that are good for a person to have and that are developed through habitual actions over time. Acting virtuously leads to morally correct actions. The document discusses Aristotle's view of virtue ethics and how it differs from normative moral philosophy by focusing on the character of the moral agent rather than just determining the right action. It asks how virtue ethics would analyze two different medical ethical dilemmas.
1. Paper should be 5-pages min. + 1 page works cited2. Should have.docxvannagoforth
1. Paper should be 5-pages min. + 1 page works cited
2. Should have at least 10 annotated sources (copy article onto word, highlight main point, write a few sentences about how it'll help you in writing the paper at the bottom of page)
3
. Should have an INTRO, NARRATION, ARGUMENTS, REFUTATION, CONCUSION
4. Use in-text citations and have organized mla format works cited page
SAMPLE OUTLINE
Research Paper Outline
Title: Rebellious Libya
Thesis: The United States should not get involved with Libya’s conflicts.
I.
Introduction:
A.
Start with the question, what is war? Explain briefly.
B.
Talk about the wars of the United States.
C.
What were the outcomes of some of those wars?
II.
Narration:
A.
Give some background on Libya.
B.
Explain how Col. Muammar Gaddafi became the leader of Libya
C.
Talk about why the citizens of Libya want to overthrow Gaddafi.
D.
Explain why the people feel that the United States should get involved in Libya’s conflicts.
III.
Partition:
A.
Thesis: I believe that the United States should not get involve with Libya’s conflicts.
B.
Essay Map.
1.
Cost of war.
2.
Using money in other Departments other defense.
3.
Killing innocent civilians and soldiers.
4.
Helping unknown rebels
5.
Involvement of foreign wars
IV.
Arguments:
A.
The cost of war is rising by the minute. The Obama Administration proposed a budget of $553 billion dollars for the department.
B.
Instead of spending all that money on war, we should be investing that money on health care and education.
C.
This conflict has caused the lives of many innocent civilians. NATO openly admitted to have killed innocent civilians, due to misguidance.
D.
The rebels fighting against Gaddafi are in need of military supplies. I don’t think that it is a good idea to help unknown rebels. We helped the Afghanistan rebels when they were fighting Russia. After they were victorious, they later became the “Taliban” and used those weapons to attack the US.
E.
Getting involved in foreign wars is not a good idea. The US has been involved in many foreign wars lately. These wars have been in foreign countries where Islam is the prominent religion. Libya is one of these countries. The involvement of the US in these places, builds a bad reputation worldwide and among the Muslim community.
V.
Refutation:
A.
Gaddafi’s actions against the civilians of Libya are totally wrong. Killing your own people is bad and therefore, we should help the rebels overthrow him.
B.
Gaddafi has been in power for many years. In fact, he holds the record for most years in power in a single country. This type of power can potentially lead to corruption and mistreatment of civilians.
C.
The people of Libya deserve to have democracy. They should have the right to elect their own leader.
D.
If Al Qaeda is threatening NATO and Libyan mercenaries then we should help them fight terrorism.
VI.
Conclusion:
A.
Summarize my arguments.
B.
State why we should not get involve with Libya’s conf.
1. Name and describe the three steps of the looking-glass self.2.docxvannagoforth
1. Name and describe the three steps of the 'looking-glass self'.
2. List and describe the three stages in George Mead's model of human development.
3. Piaget developed a four-stage process to explain how children develop reasoning skills. List each and give an example of one of the stages.
4. Briefly summarize the three elements of Freud's theory of personality and explain why sociologist have negative reactions to his analysis.
5. How does the mass media reinforce society's expectations of gender?
.
1. Provide an example of a business or specific person(s) that effec.docxvannagoforth
1. Provide an example of a business or specific person(s) that effectively use social media. What tools does the business or person use? How do they apply the tools effectively? Describe areas of improvement.
This assignment has to be 4 pages long, then it needs a cover page and reference page however that can not be a part of the four pages. So it would be 6 pages if you count the cover page and reference page!
.
1. Mexico and Guatemala. Research the political and economic situati.docxvannagoforth
1. Mexico and Guatemala. Research the political and economic situation of these countries and write about their peculiar circumstances.
2. Honduras, El Salvador and Panama. Research the political and economic situation of these countries and write about their peculiar circumstances.
3. Costa Rica and Nicaragua. Research the ecological and political situation of these countries and write about their peculiar circumstances.
4. Colombia and Ecuador. Research about the truths and myths about this two countries and write about your impressions on these stereotypes.
.
1. Many scholars have set some standards to judge a system for taxat.docxvannagoforth
1. Many scholars have set some standards to judge a system for taxation for its validity. How can you decide if a tax is good or bad?
You can consider these five following principles for your Discussion. What do these issues mean? How do you think they matter?
Adequacy Equity Exportability Neutrality Simplicity
What other tax revenue systems could you consider? How do you think they would be better or worse?
2. What role do taxes play in political issues?
3. What is your opinion of a flat tax as some politicians have proposed?
.
1. List and (in 1-2 sentences) describe the 4 interlocking factors t.docxvannagoforth
1. List and (in 1-2 sentences) describe the 4 interlocking factors that led to the ourbreak of world war 1
2. Explain the difference between and authoritarian regime and a totalitarian regime.
3. List and (in 1-2 sentences) describe the 5 factors that led to the ourbreak of world war 2.
.
1. Please explain how the Constitution provides for a system of sepa.docxvannagoforth
1. Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used.
2. Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words. Support your work with cited sources, references to Lecture Notes, or URLs where you obtained your information.
.
1. Please watch the following The Diving Bell & The Butterfly, Amel.docxvannagoforth
1. Please watch the following: The Diving Bell & The Butterfly, Amelie, The Lookout, A Single Man, Her, Little Children, and An Education and
Please respond to the films. In particular, respond to how the film develops the identity of a single character for an audience, and which you responded to (either the characters themselves or the way the film constructed the character) the most, or the least please , 10 sentence min and no plagiariasm also it has to be
followowed exactly whats written here.
PS: please dont waste my time if you will do a messy assigment, just dont send me a msg.
.
1. Most sociologists interpret social life from one of the three maj.docxvannagoforth
1. Most sociologists interpret social life from one of the three major theoretical frameworks/perspectives (conflict theory, functionalism, symbolic interactionism). Describe the major points of each one. List at least one sociologist who has been identified with each of these three theories.
2. What is the difference between basic sociology and applied sociology?
3. List and describe the eight steps of the scientific research model.
4. Discuss the importance of ethics in social research. Define what is meant by ethics.
.
1. Members of one species cannot successfully interbreed and produc.docxvannagoforth
1. Members of one species cannot successfully interbreed and produce fertile offspring with members of other species. This idea is known as
a. reproductive success.
b. punctuated evolution.
c. adaptive radiation.
d. the biological species concept.
e. geographic isolation.
2. The origin of new species, the extinction of species, and the evolution of major new features of living things are all changes that result from
a. macroevolution.
b. fitness.
c. speciation.
d. the biological species concept.
e. convergent evolution.
3. Which is a barrier that can contribute to reproductive isolation?
a. timing
b. behavior
c. habitat
d. incompatible reproductive structures
e. all of the above
4. Which of the following statements is false?
a. Horses and donkeys are separate species.
b. Two mules can mate and produce fertile offspring.
c. A horse and a donkey can mate and produce offspring.
d. Two donkeys can mate and produce fertile offspring.
e. Two horses can mate and produce fertile offspring.
5. The evolution of the penguin’s wing from a wing suited for flying to a “flipper-wing” used for swimming is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
6. Which of the following have been preserved as fossils?
a. dinosaur footprints
b. insects preserved in amber
c. petrified plant remains
d. animal bones
e. all of the above
7. The mass extinctions that included the dinosaurs took place during which period?
a. Cambrian (543–510 million years ago)
b. Devonian (409–363 million years ago)
c. Carboniferous (363–290 million years ago)
d. Jurassic (206–144 million years ago)
e. Cretaceous (144–65 million years ago)
8. The development of the complex, camera-like eye of a mammal is an example of
a. refinement of existing adaptations.
b. reproductive isolation.
c. adaptation of existing structures to new functions.
d. inheritance of acquired characteristics.
e. the biological species concept.
9. Which of the following statements is true?
a. Carbon-14 dating is useful for studying the age of early dinosaur fossils.
b. Carbon-14 has a half-life of 5,730 years.
c. Uranium-238 has a very short half-life.
d. Uranium-238 is present in all organisms.
e. Carbon-12 is not found in living plants.
10. Which of the following provides the best explanation for why Australia has so many organisms unique to that continent?
a. punctuated equilibrium
b. the biological species concept
c. convergent evolution
d. continental drift
e. cladistics
11. Scientists think that a meteor that fell in ____________________ may have led to the extinction of the dinosaurs.
a. Australia
b. the Yucatán peninsula
c. The Galápagos Islands
d. Pangaea
e. India
12. The great diversit.
1. Of the three chemical bonds discussed in class, which of them is .docxvannagoforth
1. Of the three chemical bonds discussed in class, which of them is simultaneously the weakest and most important for life on this planet as we know it?
2.Carbohydrates are very important sources of energy for life. Plants and arthropods also use carbohydrates as components of structures that are very important for their existence. Provide the names of the two most important carbohydrate based structures (one for plants and one for arthropods) and the carbohydrate components that are used to form them.
3._____________ _____________ are joined by ______________ bonds to form proteins.
4.Proteins can be used for several functions. Provide examples of structural and metabolic functions of proteins.
5.Describe the phosholipid bilayer of the plasma membrane. Why is this bilayer important for the formation of cells and the sequestration of chemical reactions within the cell?
.
1. Look at your diagrams for hydrogen, lithium, and sodium. What do .docxvannagoforth
1. Look at your diagrams for hydrogen, lithium, and sodium. What do they all have in common? What group are these elements in on the periodic table?
2. Look at your diagrams for fluorine and chlorine. What do they have in common?
Picture is in the link. Put answers on the word document and re-submit
.
1. Name the following molecules2. Sketch the following molecules.docxvannagoforth
1. Name the following molecules:
2. Sketch the following molecules:
3-cyclohexenone
4-ethyl 2,2,5-trimethyl 3-hexanone
ethyl butyrate
pentanoic acid
2-chloro 4-methyl 2,5-heptadienal
3,4-dichloro 4-ethyl octanal
p-chloro phenol
3-bromo 2-chloro 4-methyl hexane
3-cyclopropyl 1,2-cyclopentanediol
methyl phenyl ether
3,5-dimethyl 2-heptene-4,5-diol
3. Give two different uses for ethanol.
4. Name two categories of organic compounds (alkanes, aldehydes…) that have very strong characteristic odours.
.
1. List the horizontal and vertical levels of systems that exist in .docxvannagoforth
1. List the horizontal and vertical levels of systems that exist in organizations.
2.
Describe at least five steps involved in systems integration
3.
What is the role of ERP systems in system integration?
4. Why do you think functional silos are not appropriate for today's organization? Discuss your answer from organizational and technical perspectives.
5. Pick an organization that you know of or where you are/were working and provide examples of logical and physical integration issues that were faced by the organization when they broke the functional silos and moved to integrated systems.
.
1. Kemal Ataturk carried out policies that distanced the new Turkish.docxvannagoforth
1. Kemal Ataturk carried out policies that distanced the new Turkish republic of the 1920s from the Ottoman past. Why? What specific policies did Ataturk pursue? 2. Why many Arabs felt betrayed by the British (and the French) after the First World War? 3. Discuss at least three features of patrimonial leadership. List three or more Middle Eastern states where such type of political leadership persists 4. Describe the key processes (both internal and external) that initiated political and economic disintegration of the Ottoman Empire in the nineteenth century. 5. European military superiority in the late eighteenth century prompted Ottoman rulers to respond with what specific political measures? 6. The Zionist political movement originated in Europe rather than in the Middle East. Explain why and how. 7. After the Second World War, several Arab countries went through the process of transition from constitutional monarchies to republics. Identify three such countries and describe the course of events that brought about this transition. 8. How is religious Zionism different from secular Zionism? What is the relevance of this difference for the creation of the state of Israel? Has the relative influence of the two remained stable since the creation of the Israeli state? 9. What was the principle source of political legitimacy of the Ottoman Empire? 10. While most Ottoman European provinces, riding the tide of the nineteenth century nationalism, sought and won independence from Istanbul, Ottoman Arab provinces maintained their political loyalty to the Ottomans. What explains this difference between Arab and European provinces? 11. Social and political forces in favor of a constitutional reform in Iran (1905-1911) were markedly different from the groups that promoted constitutional limitations on executive powers of the sultan in the Ottoman Empire prior to the First World War? Explain this difference. 12. What are some of the key features of Arab socialisms? Which Arab leaders adopted socialist ideology? Which Arab leaders were opposed to it? 13. After the First World War, the new Middle Eastern protectorates (e.g., Syria, Lebanon, Iraq) were expected to develop into modern secular states. What specific policies did France and Britain try to implement? How successful have theses policies been? 14. The 1967 war was a watershed event for all major actors in the Middle East. Explain the consequences of the war for domestic politics in Israel and Egypt respectively.
.
1. If we consider a gallon of gas as having 100 units of energy, and.docxvannagoforth
1. If we consider a gallon of gas as having 100 units of energy, and 25 of those units are used to move the car, what law of thermodynamics accounts for the other 75 units of energy? (Points : 2)
the first law
the second law
2. Which of these is not a component of a molecule of adenosine triphosphate (ATP)? (Points : 3)
adenosine
phosphate
deoxyribose sugar
ribose sugar
3. Glycolysis is a sequence of ______ chemical reactions. (Points : 3)
nine
six
five
ten
4. Exergonic reactions produce products with a ___ energy level than that of the initial reactants. (Points : 3)
lower
higher
the same
5. When chemical X is reduced, which of these expressions would be an accurate representation of its reduced state? (Points : 3)
XO
XH
X
HX
6. Most enzymes are which kind of organic compound? (Points : 3)
carbohydrates
lipids
proteins
none of the above
7. The area on an enzyme where the substrate attaches is called the: (Points : 3)
active site
allosteric site
anabolic site
inactive site
8. Which of the following creatures would not be an autotroph? (Points : 3)
cactus
cyanobacteria
fish
palm tree
9. The process by which most of the world's autotrophs make their food is known as: (Points : 3)
glycolysis
photosynthesis
chemosynthesis
herbivory
10. Plants are the only organisms that use ATP for the transfer and storage of energy. (Points : 2)
True
False
11. The colors of light in the visible range (from longest wavelength to shortest) are: (Points : 3)
ROYGBIV
VIBGYOR
GRBIYV
ROYROGERS
12. Chlorophyll is a green pigment because it absorbs only the green part of the visible light spectrum. (Points : 2)
True
False
13. The photosynthetic pigment that is essential for the process to occur is: (Points : 3)
chlorophyll a
chlorophyll b
beta carotene
xanthocyanin
14. A photosystem is: (Points : 3)
a collection of hydrogen-pumping proteins
a series of electron-accepting proteins arranged in the thylakoid membrane
a collection of photosynthetic pigments arranged in a thylakoid membrane
found only in prokaryotic organisms
15. Which of these molecules is NOT a product of the Electron Transport System? (Points : 3)
ATP
Water
Pyruvate
NAD+
16. The dark reactions require all of these chemicals to proceed except: (Points : 3)
ATP
NADPH
carbon dioxide
oxygen
17. The structural unit of photosynthesis, where the photosystems are located, are called: (Points : 3)
chlorophylls
eukaryotes
stroma
thylakoids
18. Which of the following does NOT occur during the light independent process? (Points : 3)
CO2 is used to form carbohydrates
NADPH converts to NADP
ADP converts to ATP
ATP converts to ADP
19. The production of ATP that occurs in the presence of oxygen is called: (Points : 3)
aerobic respiration
anaerobic respiration
chemiosmosis
photosynthesis
20. The first stable chemical formed by the Calvin Cycle is: (Points :.
1. In 200-250 words, analyze the basic issues of human biology as th.docxvannagoforth
1. In 200-250 words, analyze the basic issues of human biology as they relate to chronic conditions and describe the interaction between disability, disease, and behavior. Examine and discuss the impact of biological health or illness on social, psychological, and physical problems from the micro, mezzo, and macro perspectives. Choose a chronic condition from those provided in your text and consider how you might feel, think, and behave differently if the condition were affecting you versus if the condition were affecting a stranger. How might you think differently about this chronic condition if it were affecting someone close to you, your neighbor, or someone in your community? Please include at least two supporting scholarly resources.
2.Our stage of life, intellectual/cognitive abilities, and sociocultural position in life, affect our perspectives and resultant behaviors about a number of conditions including cancer. Consider the information provided in the
“Introduction to the Miller Family”
document. Both Ella and Elías have been diagnosed with cancer. Ella has been fighting cancer with complementary and alternative methods with some success for many years. Elías, her grandson, is 10 years old and has recently been diagnosed with leukemia but has not yet begun treatment. Putting yourself in either Ella or Elías’s place, what might your perspective on your cancer be? Integrate how the stage of life, cognitive abilities, and sociocultural position of your chosen person impacts her/his perspective on his/her individual disease.
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Main Java[All of the Base Concepts}.docxadhitya5119
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ORIGINAL ARTICLEGender Labels on Gender-Neutral Colors Do.docx
1. ORIGINAL ARTICLE
Gender Labels on Gender-Neutral Colors: Do they Affect
Children’s
Color Preferences and Play Performance?
Sui Ping Yeung1 & Wang Ivy Wong1
Published online: 4 January 2018
# Springer Science+Business Media, LLC, part of Springer
Nature 2017
Abstract
Gender-typed color preferences are widely documented, and
there has been increasing concern that they affect children’s
play
preferences. However, it is unclear whether such color
preferences exist across cultures, how they have emerged, and
how gender
color-coding affects performance. Chinese preschoolers (n =
126) aged 59 to 94 months were tested. First, we assessed their
gender-typed color preferences using forced-choice tasks with
color cards and pictures of neutral toys in gender-typed colors.
Second, we tested if gender labels could affect color
preferences by labeling two gender-neutral colors as gender-
typed and
assessed children’s liking for them using a rating task and a
forced-choice task with pictures of neutral toys in the labeled
colors.
Third, we assigned children a tangram puzzle (i.e., a puzzle
using geometric pieces) painted either in the gender-appropriate
or
2. gender-inappropriate color and measured the number of pieces
they completed and their speed. Results showed that Chinese
children exhibited the same gender-typed color preferences as
Western children did. Moreover, applying gender labels
amplified
a gender difference in color preferences, thus providing direct
and strong evidence for the social-cognitive pathway underlying
gender-typed preferences. Finally, color-coding as gender-
appropriate or -inappropriate had no impact on performance but
the
gender labels improved boys’ performance. These results add to
knowledge on how gender-related information affects children’s
responses to the social world and suggest that the current
gender color divide should be reconsidered.
Keywords Gender labels . Gender color-coding . Color
preferences . Play performance . Gender differences
BGender Revolution,^ a special issue of National
Geographic Magazine in January 2017, has caught world-
wide attention (Goldberg 2017). A striking image is the
photo of a transgender nine-year-old girl dressed in pink
from head to toe on the cover. Other images show girls
and boys surrounded by exclusively pink or blue posses-
sions (Zuckerman 2017). It is easy to observe, for in-
stance in shops and advertisements, that pink is common-
ly used in a wide range of products targeting girls and
blue in products targeting boys. Pink and blue have be-
come gender-typed as symbols of femaleness and male-
ness, respectively, and appear to be the most gender-typed
among different colors in the recent decades (Chiu et al.
2006; Del Giudice 2012). The colors themselves can thus
serve as visual gender labels (Wong and Hines 2015a).
The prevalence of gender labels and of gender color-
3. coding (i.e., the use of gender-typed colors in differentiat-
ing objects by gender) may affect how children respond to
the environment as proposed by gender schema theory
(Martin and Halverson 1981). The possibility that such
labels affect child development has aroused the concerns
of parents, educators, and researchers. Although research
has demonstrated a gender difference in children’s color
preferences and the effects of gender color-coding on chil-
dren’s gender assignment of and preferences for toys
(Weisgram et al. 2014; Wong and Hines 2015a, b), these
studies only provided a picture of the West and did not
address how a gender difference in color preferences
emerged. Moreover, there is little research on whether gen-
der color-coding has behavioral consequences such as af-
fecting performance. Therefore, the present study aimed to
examine (a) if Chinese children would show gender-typed
preferences for pink and blue, (b) if a gender difference in
color preferences could be created by merely applying gen-
der labels to the colors, and (c) if the colors, after becoming
Electronic supplementary material The online version of this
article
(https://doi.org/10.1007/s11199-017-0875-3) contains
supplementary
material, which is available to authorized users.
* Wang Ivy Wong
[email protected]
1 Department of Psychology, The University of Hong Kong,
Pokfulam, Hong Kong, People’s Republic of China
Sex Roles (2018) 79:260–272
https://doi.org/10.1007/s11199-017-0875-3
http://crossmark.crossref.org/dialog/?doi=10.1007/s11199-017-
0875-3&domain=pdf
4. https://doi.org/10.1007/s11199-017-0875-3
mailto:[email protected]
gender-typed, would affect children’s performance in their
play with materials coded in the color labeled as for their
own or the other gender. Findings would contribute to re-
vealing the social-cognitive pathway underlying gender-
typed color preferences and the potential impacts of gender
labels and gender color-coding.
Gender Schema Theory
Gender schema theory (Martin and Halverson 1981) proposed
that once children have acquired gender identity, they begin to
actively seek out gender-related information from the environ-
ment and assimilate the information into their gender schema,
which then guides their behavior on what is appropriate or
inappropriate for their gender (Fagot and Leinbach 1989;
Martin and Ruble 2004; Martin et al. 2002). These standards
of gender-appropriateness influence how children interact
with their surroundings (Halim and Ruble 2010; Maccoby
and Jacklin 1974). An example is that children’s involvement
in housework could be affected by parents’ division of labor,
with girls performing domestic chores such as cooking (an act
usually performed by mothers) and boys performing mainte-
nance chores like wall-painting (an act usually performed by
fathers) (Antill et al. 1996; Basow 1992).
As for the case of colors, information about the gender
attribute of colors may teach children that colors are gen-
der-typed. In recent years, the marketing of children’s
merchandise has been increasingly gender-specific
(Cunningham and Macrae 2011). For instance, Disney
products, which dominate the children’s entertainment in-
dustry across the globe, are highly gender-typed and pro-
5. vide strong cues in the gender attribute of colors by using
pink pervasively in girl-typical toys such as dolls but
bold colors including blue in boy-typical toys such as
vehicles (Auster and Mansbach 2012). Another example
is LEGO®’s BLEGO Friends^ released in 2012. The line
is designed for girls, with a lot more pink bricks used
relative to traditional LEGO® sets targeting at boys
(Black et al. 2016). The use of gender-typed colors in
clothing and room décor is also prevalent (Pomerleau
et al. 1990; Sweet 2013).
Because different colors are frequently paired with girl-
typed or boy-typed objects, and because adults tend to choose
products ranging from toys to clothes in these gender-typical
colors for children (Kane 2006; Pomerleau et al. 1990), girls
and boys have been bombarded with pink and blue, respec-
tively, since their early years. Because of frequent exposure to
the color divide, children may acquire information that colors
are gender-typed, where pink is for girls and blue is for boys
(Paoletti 2012). Once children incorporate the gender attribute
of colors into their gender schema, they may regard the social-
ly constructed Bgender-typical^ colors as appropriate for their
gender and the Bgender-atypical^ colors as inappropriate for
their gender.
Gender-Typed Color Preferences and their
Origin
Given that pink and blue have been strongly associated
with the genders, gender differences in preferences for
pink and blue have been found in studies using pure color
stimuli (Chiu et al. 2006; Hurlbert and Ling 2007) or real
objects of different colors (LoBue and DeLoache 2011;
Picariello et al. 1990) and employing methods such as
forced choices (LoBue and DeLoache 2011; Wong and
6. Hines 2015b), observations (Wong and Hines 2015a) or
self-report (Cohen 2013; Ellis and Ficek 2001). For ex-
ample, when children aged 3–6 years-old were presented
with toy felt pigs of different colors, girls tended to
choose the pink one and boys the one in dark colors
(e.g., navy blue) as their favorite (Picariello et al. 1990).
When children aged around 2–3 years-old were asked to
choose from pairs of identical objects in pink or blue or to
play with identical toys in pink or blue, girls preferred
pink items more and boys preferred blue items more
(Wong and Hines 2015b).
However, these studies were conducted with Western sam-
ples. Some research examined the color preferences of Asians
such as Chinese, Japanese, and Indonesian. However, they did
not focus on chi ldren or on gender d i f ferences
(Chattopadhyay et al. 2010; Saito 1994, 1996). It is unclear
whether children from the East share the same gender-typed
color preferences as Western children do, with girls preferring
pink more and boys preferring blue more. Research with
Chinese children could show the prevalence of such gender-
typed color preferences in different cultures.
We should note that the origin of gender-typed color pref-
erences is still unclear. Some researchers suggested that they
are inborn, originating from differences in cone-contrast sen-
sitivity underlying the visual system evolved from gender role
divisions (e.g., hunting vs. fruit-picking) of early humans
(Alexander 2003; Hurlbert and Ling 2007). Yet, this proposi-
tion has been challenged. A recent study found gender differ-
ences in the color preferences of British adults but not Himba
adults (a nonindustrialized population), suggesting that
gender-typed pink-blue preferences are not universal and are
culturally based (Taylor et al. 2013). In addition, gender-typed
preferences for pink and blue only appear to emerge when
children turn 2 years-old (Jadva et al. 2010; LoBue and
7. DeLoache 2011) and to become stronger as children grow
older (Wong and Hines 2015b).
Chiu et al. (2006) provided further insight into the
cause of gender-typed color preferences by comparing
the color preferences of children with and without gender
Sex Roles (2018) 79:260–272 261
identity disorder (GID), who express distress about their
sex assigned at birth and identify themselves as the other
gender. They found that girls without GID preferred pink
more than did boys without GID but such preferences
were reversed among children with GID, suggesting that
these preferences result from identification with gender
norms. Another evidence that the gender-typing of these
colors is a cultural product is the finding that society’s
perception of these colors can be different across time.
In the early 1900s, the pink-blue divide was not as rigid
as today (Del Giudice 2017). Pink was sometimes viewed
as a more masculine color whereas blue was sometimes
regarded as a more feminine color (Paoletti 1987).
The non-universality, late emergence of the gender dif-
ferences, the reversal of gender-typed color preferences
among children with and without GID, and the malleabil-
ity of the colors’ gendered nature imply a social-cognitive
pathway of gender-typed color preferences. Specifically,
verbal gender labels have been shown to affect children’s
perception of objects’ gender attribute and interest. When
toys are labeled as for girls or for boys, children like the
toys labeled as for their own gender more than the toys
labeled as for the other gender (Masters et al. 1979;
Weisgram et al. 2014). Although these studies showed
8. that children establish gender-based knowledge when gen-
der labels are applied to concrete materials (i.e., the toys),
children may also establish gender-based knowledge on
abstract qualities such as shapes and colors (Bem 1981;
Leinbach et al. 1997). When gender labels are applied to
gender-neutral abstract qualities such as colors, the colors
may become gender-typed and their gender attribute may
be assimilated into children’s gender schema, which may
then increase children’s liking for the color labeled as for
their own gender.
However, the possibility that gender differences for ab-
stract qualities such as colors can emerge through a random
labeling mechanism has not been tested directly. All the
known studies that have so far been said to support a social-
cognitive pathway for the gender difference in pink-blue pref-
erences only provide indirect evidence. They are either based
on whether the gender difference is found in certain cultures
(e.g., Taylor et al. 2013) or on the age the gender difference is
found or not (e.g., LoBue and DeLoache 2011). An experi-
ment that manipulates the social-cognitive factors and that
eventually creates a gender difference would offer direct and
strong evidence for the social-cognitive pathway of gender-
typed color preferences. Therefore, we tested whether apply-
ing gender labels to gender-neutral colors would affect girls’
and boys’ liking for these colors and create a gender difference
in their color preferences. This evidence may help explain
how, from a social-cognitive perspective, colors such as pink
and blue, which might have been originally gender-neutral,
have become gender-typed.
Behavioral Consequences
When colors become gender-typed, they can serve as vi-
sual gender labels that define the gender-appropriateness
of objects. Thus, gender color-coding has been found to
9. affect children’s gender assignment of toys. Children aged
3-years-old already understand the gender-typing of pink
and blue (Martin et al. 2012; Ruble and Martin 1998) and
assign toys to girls or boys based on their colors
(Cunningham and Macrae 2011; Weisgram et al. 2014).
Color is children’s most frequently cited reason when they
sort ambiguous or neutral toys by gender (Cherney and
Dempsey 2010). Gender color-coding also affects chil-
dren’s own preferences, with children expressing greater
verbal interest for toys painted in gender-typical colors
(Weisgram et al. 2014) and playing with the gender-
atypical toy more when it is painted in a gender-typical
color than when it is painted in a gender-atypical color
(Wong and Hines 2015a).
Although these studies reveal the effects of gender color-
coding on gender assignment of and preferences for objects, it
is largely unknown whether gender color-coding would have
other behavioral consequences. The current debate on the use
of colors to intervene in play preferences is mainly concerned
with how to encourage children, girls in particular, to play
more with boy-typical toys as a way to improve spatial skills
(Casey et al. 2008; Jirout and Newcombe 2015). Some sug-
gest applying gender-typed colors to gender-atypical toys
(Black et al. 2016) whereas others suggest removing the color
divide altogether in order to avoid creating new gender stereo-
types (Cunningham and Macrae 2011). Studies examining the
play performance of children in the face of materials coded in
gender-appropriate, gender-inappropriate, or gender-neutral
colors will help to evaluate the developmental consequences
of using colors as an intervention for children’s play.
Only two known studies examined the effect of color on
play performance. One examined the effect of the color of a
masculine construction toy, LEGO® bricks, on children’s play
performance (Fulcher and Hayes 2017). The authors
10. employed the idea of stereotype threat (i.e., an awareness of
being judged adversely based on stereotypes; Spencer et al.
1999) and hypothesized that feminine colors would activate
girls’ stereotypes about inferior performance on a masculine
task and thus girls, but not boys, would perform worse when
they receive feminine-colored bricks (i.e., pink/purple) than
when they receive masculine-colored bricks (i.e., blue/green).
Results did not support this hypothesis; when children were
instructed to build certain objects, brick color had no impact
on the speed or accuracy of girls’ or boys’ construction.
Another study (Mulvey et al. 2017) assessed engineering ap-
titude of preschool and primary school children when they
were given feminine-colored (i.e., pastel colors) or
masculine-colored (i.e., primary colors) engineeringmaterials.
262 Sex Roles (2018) 79:260–272
They hypothesized that counter-stereotypic colors would im-
pede performance, especially that of boys, because it is more
difficult for boys to act in counter-stereotypic ways. However,
their study also found no main or interaction effects of color.
These studies suggest that gender color-coding has a minimal
effect on children’s play performance.
However, it is too early to conclude that color has no im-
pact on performance. Past research consistently showed that
the gender-appropriateness of tasks affected how children per-
formed. When a gender-neutral perceptual motor task was
labeled as relating to electronics (i.e., stereotypically boy-typ-
ical) or to needlework (i.e., stereotypically girl-typical), chil-
dren performed better when the labels were consistent with
their gender (Davies 1986‚ 1989; Hargreaves et al.
1985). Other research showed that when children were told
that an unfamiliar gender-neutral toy game was designed for
11. their own gender, they tended to be more attracted to it and
perform better (Montemayor 1977). This enhanced perfor-
mance was suggested to be caused by an increased interest:
when children feel interested, they become more attentive,
more persistent, and more motivated to work hard on the task
(Hidi 2000; Locke and Latham 1990; Van Yperen 2003).
Because gender-typed colors provide cues about the gender-
appropriateness of objects and affect interest (Weisgram et al.
2014), and because gender-appropriateness of the tasks can
affect performance (Davies 1986), it is possible that colors,
after becoming gender-typed, would serve as visual gender
labels denoting the gender-appropriateness, alter interest, and
as a result affect the performance of both girls and boys.
Children engaging in a gender-neutral task (instead of a ste-
reotype-relevant, masculine task as in Fulcher and Hayes
2017, and Mulvey et al. 2017) but assigned task materials
coded in the color labeled as for their own gender (i.e., gen-
der-appropriate) may perform better than those playing with
materials coded in the color labeled as for the other gender
(i.e., gender-inappropriate).
The Present Study
Given that it is unexamined whether gender-typed color pref-
erences exist among children in the East, that the social-
cognitive pathway of such preferences is still unclear, and that
little is known about the behavioral consequences of gender
color-coding, we proposed three sets of hypotheses. First,
concerning preferences for pink versus blue, likeWestern chil-
dren, we expect that Chinese girls will like pink more and
boys will like blue more (Hypothesis 1).
Second, concerning the social-cognitive pathway, when
gender labels are applied to gender-neutral colors, children
will show a greater liking for the color labeled as for their
own gender than for the color labeled as for the other gender
12. and more so than will children in the condition where no
gender labels are applied (Hypothesis 2a). A between-gender
difference in the preferences for these colors will also emerge
when gender labels are applied, with girls preferring the girl-
labeled color more than boys do and boys preferring the boy-
labeled color more than girls do (Hypothesis 2b). Third,
concerning the impact of gender color-coding, when gender
labels are applied to the gender-neutral colors, children, both
girls and boys, playing with materials painted in the color
labeled as for their own gender will perform better than those
playing with materials painted in the color labeled as for the
other gender (Hypothesis 3).
Because our study investigated the effects of gender labels
and gender color-coding on girls’ and boys’ cognition and
behavior, it was important to study children who were able
to identify their own gender and were at the stage of active
acquisition of gender-related information (Martin and
Halverson 1981). According to cognitive-developmental the-
ory, gender development goes through three stages: gender
identity, gender stability, and gender consistency (Kohlberg
1966). Although some research shows that not all children
pass through these stages linearly (Cohen-Kettenis and
Pfäfflin 2003), reviews have found that most children acquire
gender identity at the age of two (Ruble et al. 2007; Zosuls
et al. 2009). In addition, when children reach five years of age
and before they reach the consistency stage around 7-years-
old, they become very rigid in following gender norms (Ruble
et al. 2007; Serbin et al. 1993). Therefore, we studied children
at preschool years aged around 5–7 years-old.
Method
Participants
13. We recruited 129 preschoolers from two kindergartens in
Hong Kong. Three participants were excluded from analyses:
One boy was reported by his parent as having color weakness,
one girl had an outlier value with a z-score above 3 on the
tangram task (i.e., a puzzle using geometric pieces), and one
girl withdrew. The remaining 126 participants had normal
color vision and no learning difficulties as reported by their
parents. All participants were Chinese, aged 59 to 94 months
(M = 67.89 [5.66 years], SD = 5.59). There were 61 boys
(48.4%; Mage = 68.10 months, SD = 6.28) and 65 girls
(51.6%;Mage = 67.69 months, SD = 4.89). One parent of each
participant completed a questionnaire on demographic char-
acteristics. Four parents (3.2%) did not report monthly house-
hold income. Of others who did, the income ranged from
HKD8,000 to HKD100,000 (i.e., around US$1025–12,820)
with a mean of HKD35,557 (i.e., around US$4558) and a
standard deviation of HKD21,458 (i.e., around US$2751).
Three parents (2.4%) did not report their own and their
spouse’s education level. Of those who did, 35.8% of fathers
Sex Roles (2018) 79:260–272 263
(n = 45) and 29.4% of mothers (n = 37) had tertiary qualifica-
tions, 32.5% of fathers (n = 41) and 42.9% of mothers (n = 54)
completed high school, and 29.4% of fathers (n = 37) and
25.4% of mothers (n = 32) completed junior secondary edu-
cation or below.
Design and Procedure
The full design was a 2 (Gender: girls vs. boys) × 2
(Label : yes vs. no) × 2 (Color-coding: gender-
appropriate vs. gender-inappropriate). Participants were
randomly assigned to the experimental (label) or the con-
14. trol (no label) group. Only the label group was exposed to
gender labels (Girls x Label: n = 34; Girls x No label: n =
31; Boys x Label: n = 30; Boys x No label: n = 31). They
were then further randomly assigned to the gender-
appropriate or the gender-inappropriate color condition
(with n = 15 as the smallest cell size). Those in the
gender-appropriate condition received play materials
(i.e., tangram puzzles that use geometric pieces) in the
color labeled as for their gender and those in the gender-
inappropriate condition received play materials in the col-
or labeled as for the other gender.
Our study had received ethical approval from an institu-
tional research ethics committee of a local university. All chil-
dren participated with the written consent of their parent.
Children’s verbal assent was also obtained prior to the exper-
iment. Children were tested individually in a quiet room in the
kindergarten by a female experimenter. The experimenter
wore black so as not to provide any color cues.
We first assessed children’s preferences for pink versus
blue by showing them pink-blue pairs of color cards and
pictures of toys. After that, we evaluated children’s pre-
exiting likings for two colors that were found to be
gender-neutral in a pilot test, yellow and green, by show-
ing them yellow and green color cards. After this came
the manipulation procedure. Only children in the label
group were told that yellow is a color for girls and green
for boys. The manipulation was checked by asking chil-
dren to indicate which color is for girls and which is for
boys. After the manipulation, children’s new preferences
for yellow and green were examined by showing them
pictures of toys in yellow or green. Before moving on to
the tangram task, children in the label group were asked
to indicate the gender attribute of yellow and green again
so as to ensure that they remembered the gender labels.
15. Then, all children were given a tangram either in yellow
or green and had ten minutes to complete as many tan-
gram patterns as they could.
After completing all the testing procedures, children were
debriefed. The experimenter explained clearly to the children
in the label group that yellow and green are in fact colors for
both genders and that both girls and boys can like these two
colors and play with toys in these colors as they wish. All
children expressed their understanding.
Materials and Measures
Preferences for Pink Versus Blue
To assess children’s pink-blue preferences, we used two forced-
choice tasks to increase reliability (Wong and Hines 2015b). In
the first task, six pure color cards (sized 12 cm × 12 cm)—three
from the blue collection and three from the pink collection—
were employed (see online supplement, Fig. 1s, a–f). Each card
displayed one of these colors (hues indicated in brackets):
Greenish blue (116), navy blue (158), sky blue (136), purplish
pink (207), reddish pink (242), and typical pink (221). These
colors all had a saturation level at 240 and a luminance level at
140. Their hues were determined in a pilot test of ten adults
(five male, five female), who were shown 86 shades created on
Microsoft Power Point, hues ranging from 0 to 255, with 3-
point intervals. They indicated the shade they thought was the
most representative of each of the above colors and their
choices were averaged. The six color cards formed nine pink-
blue pairs. Children were shown each pair in random order. The
left-right position of the pink and the blue color cards was
counterbalanced. Children pointed at the color they liked more.
A point was given when they pointed at pink. The total score
could thus range from zero to nine.
16. In the second task, pictures (sized 15 cm × 15 cm)
displaying three pink-blue pairs of gender-neutral play mate-
rials were used (see online supplement, Fig. 1s g–h, for an
example of a pink-blue pair). In each pair, the materials were
identical except that one was pink and one was blue. The sets
of materials were balloons, crayons, and star stickers, which
were rated or used in previous studies as gender-neutral
(Arthur et al. 2009; Blakemore and Centers 2005; Masters
et al. 1979; Wong and Hines 2015b).
Children were shown each pair of play materials in random
order. The left-right position of the pink and the blue items
was counterbalanced. Children pointed at the item they liked
more in each pair. A point was given when the pink item was
chosen. The total score could thus range from zero to three.
Scores for the two tasks were positively correlated,
r(124) = .74, p < .001. The raw score of each task was con-
verted into a standardized score (z-score). The two z-scores
were then averaged to form a color composite score. A posi-
tive score indicated a greater liking for pink and a negative
score indicated a greater liking for blue.
Manipulation of Gender Labeling
In the experiment, gender labels were applied to two
gender-neutral colors: Typical yellow (42) and typical
green (79). Both colors had a saturation level at 240 and
264 Sex Roles (2018) 79:260–272
a luminance level at 140, and their hues were again de-
termined by ten adults with the said pilot procedure. The
gender-neutrality of these two colors was pilot tested with
17. ten children (four boys, six girls) aged 4–10 years-old.
The ten children sorted 13 colors (i.e., typical yellow,
typical green, the six colors used to assess pink-blue pref-
erences, plus typical red [0], reddish orange [8], typical
orange [16], yellowish orange [27], and yellowish green
[50]) as Bfor boys,^ Bfor girls,^ or Bfor both boys and
girls.^ Typical yellow and typical green were perceived
as the two most gender-neutral colors, with eight of ten
children and nine of ten children sorting them as for both
genders, respectively.
Only the label group was exposed to the following ma-
nipulation procedure. For the no label group, no such label-
ing procedure was employed. Given the gender-neutrality
of both colors, by the researchers’ arbitrary assignment,
yellow was always labeled as Bfor girls^ and green as Bfor
boys.^ The 12 cm × 12 cm color cards of yellow and green
were shown to the children one by one (see online supple-
ment, Fig. 2s a–b). The experimenter presented the yellow
card and said: BIn fact, yellow is a color for girls. Many girls
at your age told me that they like yellow very much because
they think yellow is a symbol of girlhood. I think so, too.
Yellow is a color for girls.^ The experimenter also present-
ed the green card and said: BIn fact, green is a color for
boys. Many boys at your age told me that they like green
very much because they think green is a symbol of boy-
hood. I think so, too. Green is a color for boys.^ The order
of the colors presented was counterbalanced across partic-
ipants. To check the manipulation, children were asked to
indicate which color is for girls and which color is for boys
by pointing at the corresponding color card according to
what the experimenter had said. If they failed to identify
the labels correctly, the labeling procedure was repeated.
Preferences for Yellow Versus Green
18. Prior to the yellow-green color manipulation, participants’
pre-existing likings for typical yellow and typical green were
assessed. Both the label and the no label groups were shown
the yellow and the green color cards, one-by-one in random
order, and were asked to indicate how much they liked each
color by pointing at one of five schematic faces morphing
from a frown (1 = strongly dislike) to a big smile (5 = strongly
like). These faces were in black-and-white so as not to distract
children from the color stimuli or provide any color cues. This
procedure allowed us to control for children’s pre-existing
likings for yellow and green in subsequent analyses.
After the test for pre-existing likings and the manipu-
lation, children’s new preferences for yellow and green
were assessed with two tasks. In the first task, 21 pictures
(sized 15 cm × 15 cm) of gender-neutral play materials
were used. Sixteen of them displayed eight pairs of iden-
tical materials in which one was yellow and one was
green. The eight pairs of picture illustrations were bal-
loons, crayons, kites, play dough, sand toy sets, slinkies,
star stickers, and xylophones (see online supplement,
Fig. 2s c–d, for examples of picture illustrations). The
remaining five pictures were fillers displaying another
five play materials (i.e., cash register, doctor kit, drawing
board, karaoke machine, tricycle) in various colors except
yellow and green. The fillers were to mask the focus on
yellow and green so as to elicit more implicit responses.
All of these play materials were rated or used in past
studies as gender-neutral (Arthur et al. 2009; Blakemore
and Centers 2005; Masters et al. 1979; Wong and Hines
2015b). Children were presented with the pictures one by
one in random order. They were asked, BHow much do
you like it?^ and were told to indicate their liking on a 5-
point scale by pointing at the corresponding schematic
face. Their ratings were added up respectively to generate
19. two scores: Total liking for materials in yellow and total
liking for materials in green, each with a minimum of
eight points and a maximum of 40 points.
In the second task, the 16 pictures of yellow and green play
materials used in the prior task that formed eight yellow-green
pairs were administered as a forced-choice task. Each pair was
presented in random order and the left-right position of the
yellow and the green items was counterbalanced. Children
were asked to point at the picture they liked more in each pair.
The numbers of chosen yellow and green items were both
recorded, eachwith a minimum of zero points and amaximum
of eight points.
To reduce the number of analyses and to better reflect
children’s relative preferences for yellow versus green, the
score of liking for green was subtracted from the score of
liking for yellow to generate a difference score indicating
children’s preference for yellow over green for each task,
before and after the manipulation. That is, each child had
three difference scores: (a) one was before the manipula-
tion indicating their pre-existing liking that would be con-
trolled for in subsequent analyses and the other two were
after the manipulation; (b) one from the rating task and (c)
the other from the forced-choice task. A positive score
indicated a greater preference for yellow over green and
a negative score indicated a greater preference for green
over yellow. To increase reliability, scores of the two tasks
after the manipulation, which were positively correlated,
r(124) = .36, p < .001, were combined for analysis. The
raw difference scores were converted into z-scores to
make them comparable. They were averaged to form a
color composite score for new preference for yellow over
green after the manipulation. A positive score indicated a
greater liking for yellow and a negative score indicated a
greater liking for green.
20. Sex Roles (2018) 79:260–272 265
Tangram Task
The impact of gender color-coding on play performance was
assessed with tangram. Tangram is a puzzle comprising seven
geometric pieces including a square, a parallelogram and five
triangles different in size. Tangram had been pilot tested to be
gender-neutral, with ten of ten adults and nine of ten children
rating it as for Bboth genders.^ Two sets of 13 cm × 13 cm
tangram were used: One was painted in yellow and the other
was in green (see online supplement, Fig. 3 s, part a). The
colors of the tangrams were in the exact hue, saturation, and
luminance level as the colors displayed in the test for pre-
existing likings and the labeling procedure.
Children in the label or no label group were further ran-
domly assigned to the gender-appropriate or gender-
inappropriate color conditions. In the gender-appropriate color
condition, girls were given a yellow tangram and boys a green
tangram (i.e., to children from the label group, the tangram
color had been labeled as for their own gender; to those from
the no label group, the tangram color was gender-neutral be-
cause participants had not been exposed to any gender labels).
In the gender-inappropriate color condition, girls were given a
green tangram and boys a yellow tangram (i.e., the tangram
color had been labeled as for the other gender).
The tangram task required children to form ten patterns.
Each pattern was pilot tested with ten adults to be gender-
neutral, with at least seven respondents indicating it as having
no connotation of gender. These adults also rated each pat-
tern’s difficulty level on a 5-point scale (1 = very easy; 5 =
21. very difficult). Their ratings were averaged to determine the
difficulty level of the patterns. The patterns in the order from
the lowest to the highest level of difficulty were fir tree, bird,
fish, house, teapot, dog, turtle, t-shirt, tree, and whale (down-
loadable from Tangram Channel: https://www.tangram-
channel.com). Each was displayed in silhouette in one-to-
one size ratio to the tangram and printed on an A3 paper
against a light grey background. To fit the ability of pre-
schoolers, in each silhouette, the experimenter always placed
one of the largest triangles and the parallelogram at their cor-
rect positions (see online supplement, Figs. 3 s b–g for exam-
ples of silhouettes). Children only needed to allocate the re-
maining five pieces of tangram to complete each pattern.
Before the commencement of the task, the labeling manip-
ulation was checked again by asking children in the label
group to indicate which color is for girls and which color is
for boys so as to ensure that they remembered the gender
labels. After that, children in both conditions were given a
practice trial. They were taught to rearrange the five separate
pieces of tangram into a duck pattern. All five pieces must be
used and laid flat next to each other closely without overlap.
When the test trial began, the ten patterns were present-
ed to the children one-by-one in order of increasing diffi-
culty. Children were told to try their best on their own to
complete the patterns by placing the tangram pieces to the
corresponding position on the silhouette within 10 min.
Once children successfully completed a pattern, the exper-
imenter immediately removed the five tangram pieces
from the silhouette of that pattern, gave them back the
five tangram pieces together with a silhouette of another
pattern, and asked them to continue. When children asked
for help, claimed that they completed the shape when they
actually did not, or expressed their wish to give up, the
22. experimenter did not provide any hints but instead en-
couraged them to keep trying. No participant quitted the
task midway. The numbers of tangram pieces correctly
placed on each presented silhouette during the test were
added to generate a total score. Because each pattern
needed five pieces to complete and because children
could be presented with ten patterns at most, the maxi-
mum score was 50. The average time in seconds needed
to place each piece to the corresponding position was also
recorded (i.e., 600 s divided by the total number of tan-
gram pieces completed). These two variables reflected
children’s performance on the tangram task.
Results
Preliminary Analyses
To ensure group comparability, Chi-squared tests and one-
way ANOVAs were conducted. The groups did not differ in
gender, age, monthly household income, or parental education
(all ps > .05), indicating that the group assignments were ran-
dom and that the groups were comparable. To identify poten-
tial covariates to be included in subsequent analyses, we
looked at the correlations of the demographic variables with
the outcome variables. Monthly household income positively
correlated with children’s new preference for yellow over
green after the manipulation, r(124) = .24, p = .008. We also
found that father’s education correlated positively with the
number of tangram pieces completed, r(124) = .20, p = .029,
and negatively with the average time needed to correctly place
each tangram piece, r(124) = −.20, p = .027. Thus, to prevent
confounding, monthly household income was controlled for
when analyzing children’s new preference for yellow over
green and parental education was controlled for when analyz-
ing their performance on the tangram task.
23. Because an independent-samples t-test showed that, before
manipulation, girls (M = .86, SD = 1.31) liked yellowmore (or
green less) than did boys (M = −.28, SD = 1.61), t(124) =
−4.37, p < .001, d = .78, despite that yellow and green were
perceived by the children in the pilot test as gender-neutral, we
also looked at the correlation of pre-existing liking for yellow
over green with the outcome variables. The analyses indicated
that pre-existing liking correlated positively with children’s
266 Sex Roles (2018) 79:260–272
https://www.tangram-channel.com
https://www.tangram-channel.com
new preference for yellow over green after the manipulation,
r(124) = .36, p < .001, and the number of tangram pieces com-
pleted, r(124) = .22, p = .014, and negatively with the average
time needed to complete each piece, r(124) = −.27, p = .002.
Therefore, for analyses that included children’s new prefer-
ence for yellow over green and their performance on the tan-
gram task, pre-existing liking for yellow over green was sta-
tistically controlled.
Hypotheses Testing
Hypothesis 1: Preferences for Pink Versus Blue
A planned independent-samples t-test was conducted to ex-
amine children’s preference for pink over blue. There was a
significant difference in girls’ and boys’ preferences for pink
over blue, with girls (M = .60, SD = .62) liking pink more (i.e.,
blue less) than did boys (M = −.64, SD = .77), t(124) = −9.89,
p < .001, d = −1.76.
Hypothesis 2: Preferences for Yellow Versus Green
24. A 2 (Gender) × 2 (Label: yes vs. no) ANCOVAwas conducted
to test for children’s new preference for yellow over green
after controlling for pre-existing liking and monthly house-
hold income. There was a significant main effect of gender,
such that girls (M = .33, SD = .08) preferred yellow to green
more than did boys (M = −.32, SD = .09), F(1‚116) = 27.90,
p < .001, d = .97. A significant two-way interaction between
gender and labeling was found, F(1‚116) = 14.14, p < .001,
d = .70 (see Fig. 1). Pairwise comparisons showed that within
gender, girls in the label group (M = .55, SD = .11) had a great-
er liking for yellow over green than did girls in the no label
group (M = .12, SD = .12), F(1‚116) = 7.85, p = .006, d = .52,
and that boys in the label group (M = −.53, SD = .12) had a
greater liking for green over yellow (or a lesser liking for
yellow over green) than did boys in the no label group (M =
−.11, SD = .12), F(1‚116) = 6.40, p = .013, d = .47. Pairwise
comparisons also indicated that in the no label group, girls
(M = .12, SD = .12) and boys (M = −.11, SD = .12) did not
differ in their likings for yellow over green, F(1‚116) = 1.70,
p = .195, d = .24, but in the label group, girls (M = .55,
SD = .11) liked yellow more than did boys (M = −.53,
SD = .12), or, in other words, boys liked green more than did
girls, F(1‚116) = 41.56, p < .001, d = 1.19. In short, children in
the label group, both girls and boys, preferred the color labeled
as for their own gender but children in the no label group did
not show such preference.
Hypothesis 3: Tangram Performance
We conducted 2 (Gender) × 2 (Labeling) × 2 (Color-coding:
gender-appropriate vs. gender-inappropriate) ANCOVAs to
examine children’s performance on the tangram task after
controlling for pre-existing color liking and parental educa-
tion. In terms of the number of pieces completed, there were
25. no main effects of gender, labeling, or color-coding, nor a
three-way interaction. The hypothesized interaction between
labeling and color-coding was not significant. However, a
two-way interaction between gender and labeling was found,
F(1‚112) = 4.03, p = .047, d = .38 (see Fig. 2). Pairwise com-
parisons showed that within gender, boys in the label group
(M = 31.80, SD = 1.74) completed more tangram pieces than
did boys in the no label group (M = 26.61, SD = 1.66),
F(1‚112) = 4.85, p = .03, d = .42, whereas the performance of
girls in the label group (M = 25.51, SD = 1.61) did not differ
from that of girls in the no label group (M = 26.96, SD = 1.74),
F(1‚112) = .39, p = .534, d = .11. Pairwise comparisons also
showed that in the no label group, the number of tangram
pieces boys (M = 26.61, SD = 1.66) and girls (M = 26.96,
SD = 1.74) completed did not differ, F(1‚112) = .021,
p = .886, but in the label group, boys (M = 31.80, SD = 1.74)
completed more tangram pieces than did girls (M = 25.51,
SD = 1.61), F(1‚112) = 6.72, p = .011, d = .49. As for the
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
No Label Group Label Group
M
27. manipulation,
with positive scores indicating a greater liking for yellow
(labeled as for
girls) over green (labeled as for boys) and negative scores
indicating a
greater liking for green over yellow
24
26
28
30
32
No Label Group Label Group
M
ea
n
nu
m
be
r
of
p
ie
ce
s
28. co
m
pl
et
ed
Girls
Boys
Fig. 2 The significant interaction between gender and labeling
for
children’s performance on the tangram task in terms of the
number of
pieces completed
Sex Roles (2018) 79:260–272 267
average time needed to complete each tangram piece, unlike
the results of the number of pieces completed, there were no
main effects or two-way or three-way interactions. In sum,
labeling magnified the gender difference in the number of
pieces completed because boys in the label group completed
more pieces than any other group.
Discussion
The present study looked into children’s gender-typed color
preferences and the effects of gender labels and gender color-
coding on both preferences and performance. We demonstrat-
ed that, in support of a social-cognitive pathway, randomly
29. applied gender labels could amplify gender differences in
preferences for otherwise gender-neutral colors. More impor-
tantly, we found that although children’s play performance
was not affected by whether the color of the play material
was gender-appropriate or -inappropriate, exposure to any
gender labels enlarged gender differences in performance.
Gender-Typed Color Preferences in Chinese Children
Consistent with our first hypothesis and studies conducted in
the West (e.g., Picariello et al. 1990; Wong and Hines 2015b),
Chinese children showed gender-typed preferences for pink
versus blue. Although one other study found an absence of
these gender-typed preferences in a remote non-industrialized
culture (Himba; Taylor et al. 2013), these preferences are pres-
ent in young children in non-Western, industrialized cultures.
This finding is not surprising given the high degree of
Westernization and the prevalence of gender color-coding typ-
ical of Western cultures in Hong Kong (Thomas 1999).
Indeed, many gender differences and stereotypes in developed
Asian regions resemble those in the West (Chen and Rao
2011; Lee and Collins 2008; Yu et al. 2010). One point to note
is that the effect size of the gender difference in pink-blue
preferences (d = −1.76) is very large. Given that gender differ-
ences in other psychological areas are generally smaller than 1
(Hines 2010) and most are smaller than .3 (Hyde 2005), our
finding supports the notion that gender-typed liking for pink
versus blue is a particularly salient gender difference. We did
not include adults, but a few studies have found adult Chinese
to show similar gender-typed preferences for pink and blue
(Hurlbert and Ling 2007), so it is likely that these gender
differences will not disappear in these Chinese children when
they grow older.
Social-Cognitive Influences on Gender-Typing
30. Our second set of hypotheses was also supported. As predict-
ed by gender schema theory (Martin and Halverson 1981) and
in accordancewith past research on the effects of gender labels
on children’s preferences (Masters et al. 1979; Weisgram et al.
2014), we found that both girls and boys in the label group had
a greater liking for the color arbitrarily labeled as for their own
gender than did children in the no label group, suggesting that,
by applying gender labels, not only concrete materials such as
toys could become gender-typed, but also abstract qualities
such as colors, with children increasing or decreasing their
likings for particular colors based on the gender labels avail-
able in their social environment.
Moreover, our findings revealed that gender differences
could be created merely by applying gender labels. The inter-
action effect between gender and labeling indicated that, after
controlling for children’s pre-existing liking for the colors,
when the colors were not attached with gender labels, girls’
and boys’ preferences for the colors did not differ (d = .24);
but when gender labels were attached to the colors, a corre-
sponding gender difference in the preferences for these two
colors emerged. The effect size of this newly developed gen-
der difference (d = 1.19) is larger than that of many gender
differences in other psychological areas (d < 1; Hines 2010),
indicating the powerfulness of gender labels in giving rise to
gender differences. By manipulating the gender labels in an
experimental setting, the present study has provided direct and
strong evidence for social-cognitive influences on children’s
gender-typed color preferences.
Gender Labels, Gender Color-Coding, and Play
Performance
Our results did not support the third hypothesis. We examined
the potential impact of gender color-coding and expected that
31. when gender labels were applied, children playing with task
materials painted in the gender-appropriate color would per-
form better than those playing with materials painted in the
gender-inappropriate color whereas the performance of chil-
dren in the no label group would not differ regardless of the
color of the tangram. However, the non-significant interaction
between labeling and color-coding showed that colors, either
gender-appropriate or gender-inappropriate, did not improve
or impair children’s performance. Post-hoc power analyses
using G*Power (Erdfelder et al. 1996) suggest that the non-
significant results are unlikely to be due to a lack of statistical
power because the current study has a power of .80 to detect
medium-sized effects (f = .25). It is also unlikely that the non-
significant effect of gender color-coding is due to the manip-
ulation being too weak to turn the gender-neutral colors into
gender-typed or that an effect on performance would have
been found if colors that are more gender-typed were manip-
ulated. In fact, the null result concerning color-coding coin-
cides with two studies using colors that are already strongly
gender-typed (i.e., pink vs. blue and pastel colors vs. primary
colors), which also found no significant effect of the gender-
appropriateness of color on the aptitude of brick building
268 Sex Roles (2018) 79:260–272
(Fulcher and Hayes 2017) and engineering play (Mulvey et al.
2017). Therefore, color-coding is unlikely to have a substan-
tial impact on children’s performance.
Despite the non-significant impact of colors, we found an
effect of gender labels on boys’ performance. The significant
interaction between gender and labeling suggested that expo-
sure to gender labels improved boys’ (but not girls’) perfor-
mance on the subsequent tangram task regardless of whether
32. the boys received the tangram painted in the gender-
appropriate or gender-inappropriate color. Boys who were ex-
posed to labels completed more pieces than did boys in the no
label group and also girls in the label group. Previous studies
found that both girls and boys performed better when the task
or the gamewas explicitly and directly labeled as for their own
gender than when it was labeled as for the other gender
(Davies 1986; Montemayor 1977). Although some studies
showed that the effect of gender labels was more apparent in
boys’ play performance than in girls’ (Gold and Berger 1978;
Stein et al. 1971), these studies manipulated the labels by
directly labeling the task as either gender-appropriate or
gender-inappropriate and compared the performance of chil-
dren encountering different gender labels.
Unlike past research, in the present study, all children in
the label group were exposed to the same gender labels (i.e.,
yellow is for girls and green is for boys) and the only dif-
ference they encountered was the color of the task material
they received. Although the colors were shown to have
minimal effects, our results provided another picture of
the effect of gender labels by showing that as long as boys
had been exposed to information about gender-appropriate-
ness, their subsequent performance improved. A possible
explanation for the boys’ enhanced performance is the ste-
reotype boost effect, which refers to the phenomenon that
an individual’s performance on a stereotype-relevant task
enhances when the positively stereotyped group identity is
made salient through environmental cues (Armenta 2010;
Shih et al. 2002). For example, when Asian women were
reminded of their ethnic identity, their performance on the
math tests improved; but when their gender identity was
made salient, they performed worse (Ambady et al. 2001;
Shih et al. 1999; Steele and Aronson 1995).
The tangram task used in the present study was viewed
33. as gender-neutral (i.e., Bfor both boys and girls^) by both
children and adults in the pilot test. However, because
playing with a tangram involves spatial skills (Lee et al.
2009), which often find a male advantage across countries
and ages (Linn and Petersen 1985; Voyer et al. 1995), chil-
dren may expect that boys are better at playing with a tan-
gram. Based on past studies showing a stronger effect of
gender labels on boys than on girls (Gold and Berger 1978),
it is possible that the gender cues in our study may have
aroused only the boys’ awareness of their gender identity
and then activated their cognition about male superiority in
spatial ability, which then boosted their confidence and im-
proved their performance on the tangram task.
Limitations and Future Research Directions
Although our study contributed knowledge of the cultural
consistency and social-cognitive pathway of gender-typed
color preferences and how gender labels and gender color-
coding affect performance, there are limitations. First, al-
though revealing a possible social-cognitive mechanism on
how children develop gender-typed color preferences, we can-
not rule out inborn factors. Second, we picked typical yellow
and typical green for manipulation because in the pilot test, the
majority of children sorted them as for both genders. Yet,
when we looked at the participants’ pre-existing likings for
these two colors, a gender difference was found, with girls
liking yellow more and boys liking green more, although the
effect size (d = .78) was still much smaller than that of the
gender-typed preferences for pink versus blue (d = 1.76). It
is possible that children in the pilot study inaccurately as-
sumed the gender attribute of yellow and green. It is also
possible that these two colors are not defined by society as
gender-typed but inborn factors play a part in shaping this
gender difference. However, the pre-existing liking for yellow
34. over green was controlled for in subsequent analyses, so a pre-
existing gender difference did not confound the effect of the
gender labels on children’s post-manipulation liking.
Third, our study found that exposure to gender labels im-
proved boys’, but not girls’, subsequent play performance,
thus creating a male advantage in performance. We propose
that such enhanced performance may be explained by a ste-
reotype boost effect (i.e., the activation of male identity and of
the belief in a male superiority in stereotype-relevant domains;
Shih et al. 2002). However, it is still unknown why only boys’
performance changed after receiving information about gen-
der-appropriateness, regardless of whether they were given
gender-appropriate or gender-inappropriate materials. Future
research can further examine this phenomenon and the under-
lying mechanism. It would also be interesting to take into
account individual’s gender-role attitudes as well as society’s
level of gender equality because these factors may affect the
way individuals process gender-related information. We also
suggest that future research should assess and control for chil-
dren’s spatial abilities and past experience with the toy (i.e.,
tangram as in our study) which may moderate the manipula-
tion effects on children’s performance.
Practice Implications
Our study has practice implications for toymakers and parents.
By showing that gender-typed color preferences are prevalent
even in an Eastern society and for the first time that gender
labels can create gender differences in not only color
Sex Roles (2018) 79:260–272 269
preferences but also play performance, we believe that, large-
35. scale, cross-cultural gender-specific marketing, in which the
majority of toys targeting girls and boys are coded in different
colors, put in different aisles, and labeled as BFor Girls^ or
BFor Boys^ (Auster and Mansbach 2012) is liable for these
gender differences, which can lead to long-term developmen-
tal outcomes.
Different types of toys offer different learning experience.
For example, playing with girl-typical toys promotes social
abilities and playing with boy-typical toys promotes spatial
abilities (Blakemore and Centers 2005). However, girls and
boys differ in social and spatial skills (Ickes et al. 2000; Voyer
et al. 1995), and they tend to engage in gender-typical play
and avoid cross-gender activities (Green et al. 2004).
Researchers and educators have thus advocated for children
to play with both gender-typical and gender-atypical toys so
that they can develop a larger variety of skills (Caldera et al.
1989; Cherney and London 2006; Li and Wong 2016;
Sprafkin et al. 1983). Some proposed making use of the gen-
der color divide by applying gender-typed colors to gender-
atypical toys to encourage cross-gender play (e.g., Black et al.
2016), a strategy which may be effective in increasing prefer-
ence as previous research indicated (e.g., Weisgram et al.
2014; Wong and Hines 2015a). Incidentally, LEGO®’s sales
to girls increased substantially since they launched the
LEGO® for Girls line, which, among other marketing strate-
gies, involves a heavy use of pink (Wachman 2012). Despite
finding no effect of colors on performance, our findings on the
effects of gender labels on performance do not support this
reversal or the current pink-blue divide. They suggest that it is
the exposure to gender labels or reminder of a gender divide
per se, rather than whether a gender-appropriate or -
inappropriate version was given to children, that had an im-
pact on play performance. That is, although applying gender-
typed colors to cross-gender toys may achieve the aim of
attracting children to play more with certain toys (e.g.,
36. Bgetting girls to build^), the trade-off may be an unintended
widening of a gender gap in performance. We suggest that
toymakers and parents avoid gender-labeling the toys, remove
the color divides, and simply adopt a wide range of colors for
both boys’ and girls’ toys.
Conclusion
Our study contributes to showing the prevalence of
gender-typed preferences for pink versus blue by showing
that such preferences were also observed in Chinese chil-
dren, with girls liking pink more and boys liking blue
more. Another significant contribution of our study is that
we have provided direct and strong evidence of social-
cognitive influences on the development of gender-typed
color preferences by demonstrating that a gender differ-
ence in color preferences could be created merely by
gender labels. Besides exploring preferences, our study
also examined the effects of gender color-coding and gen-
der labels on performance and found that gender color-
coding had minimal effect on performance, but having
any gender labels could widen the gender gap in play
performance. The present study facilitates the understand-
ing of how gender-related information affects children’s
development and suggests that the current gender color
divide should be reconsidered.
Compliance with Ethical Standards This project was approved
by the
Psychology Departmental Research Ethics Committee at the
University
of Hong Kong. All children participated with the written
consent of their
parent. Children’s verbal assent was also obtained prior to the
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ORIGINAL ARTICLE
Gender Labels on Gender-Neutral Colors: Do they Affect
Children’s
Color Preferences and Play Performance?
Sui Ping Yeung1 & Wang Ivy Wong1
Published online: 4 January 2018
# Springer Science+Business Media, LLC, part of Springer
Nature 2017
Abstract
Gender-typed color preferences are widely documented, and
there has been increasing concern that they affect children’s
play
preferences. However, it is unclear whether such color
preferences exist across cultures, how they have emerged, and
how gender
color-coding affects performance. Chinese preschoolers (n =
126) aged 59 to 94 months were tested. First, we assessed their
gender-typed color preferences using forced-choice tasks with
color cards and pictures of neutral toys in gender-typed colors.
Second, we tested if gender labels could affect color
preferences by labeling two gender-neutral colors as gender-
typed and
assessed children’s liking for them using a rating task and a
forced-choice task with pictures of neutral toys in the labeled
colors.
58. Third, we assigned children a tangram puzzle (i.e., a puzzle
using geometric pieces) painted either in the gender-appropriate
or
gender-inappropriate color and measured the number of pieces
they completed and their speed. Results showed that Chinese
children exhibited the same gender-typed color preferences as
Western children did. Moreover, applying gender labels
amplified
a gender difference in color preferences, thus providing direct
and strong evidence for the social-cognitive pathway underlying
gender-typed preferences. Finally, color-coding as gender-
appropriate or -inappropriate had no impact on performance but
the
gender labels improved boys’ performance. These results add to
knowledge on how gender-related information affects children’s
responses to the social world and suggest that the current
gender color divide should be reconsidered.
Keywords Gender labels . Gender color-coding . Color
preferences . Play performance . Gender differences
BGender Revolution,^ a special issue of National
Geographic Magazine in January 2017, has caught world-
wide attention (Goldberg 2017). A striking image is the
photo of a transgender nine-year-old girl dressed in pink
from head to toe on the cover. Other images show girls
and boys surrounded by exclusively pink or blue posses-
sions (Zuckerman 2017). It is easy to observe, for in-
stance in shops and advertisements, that pink is common-
ly used in a wide range of products targeting girls and
blue in products targeting boys. Pink and blue have be-
come gender-typed as symbols of femaleness and male-
ness, respectively, and appear to be the most gender-typed
among different colors in the recent decades (Chiu et al.
2006; Del Giudice 2012). The colors themselves can thus
59. serve as visual gender labels (Wong and Hines 2015a).
The prevalence of gender labels and of gender color-
coding (i.e., the use of gender-typed colors in differentiat-
ing objects by gender) may affect how children respond to
the environment as proposed by gender schema theory
(Martin and Halverson 1981). The possibility that such
labels affect child development has aroused the concerns
of parents, educators, and researchers. Although research
has demonstrated a gender difference in children’s color
preferences and the effects of gender color-coding on chil-
dren’s gender assignment of and preferences for toys
(Weisgram et al. 2014; Wong and Hines 2015a, b), these
studies only provided a picture of the West and did not
address how a gender difference in color preferences
emerged. Moreover, there is little research on whether gen-
der color-coding has behavioral consequences such as af-
fecting performance. Therefore, the present study aimed to
examine (a) if Chinese children would show gender-typed
preferences for pink and blue, (b) if a gender difference in
color preferences could be created by merely applying gen-
der labels to the colors, and (c) if the colors, after becoming
Electronic supplementary material The online version of this
article
(https://doi.org/10.1007/s11199-017-0875-3) contains
supplementary
material, which is available to authorized users.
* Wang Ivy Wong
[email protected]
1 Department of Psychology, The University of Hong Kong,
Pokfulam, Hong Kong, People’s Republic of China
Sex Roles (2018) 79:260–272
https://doi.org/10.1007/s11199-017-0875-3
60. http://crossmark.crossref.org/dialog/?doi=10.1007/s11199-017-
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mailto:[email protected]
gender-typed, would affect children’s performance in their
play with materials coded in the color labeled as for their
own or the other gender. Findings would contribute to re-
vealing the social-cognitive pathway underlying gender-
typed color preferences and the potential impacts of gender
labels and gender color-coding.
Gender Schema Theory
Gender schema theory (Martin and Halverson 1981) proposed
that once children have acquired gender identity, they begin to
actively seek out gender-related information from the environ-
ment and assimilate the information into their gender schema,
which then guides their behavior on what is appropriate or
inappropriate for their gender (Fagot and Leinbach 1989;
Martin and Ruble 2004; Martin et al. 2002). These standards
of gender-appropriateness influence how children interact
with their surroundings (Halim and Ruble 2010; Maccoby
and Jacklin 1974). An example is that children’s involvement
in housework could be affected by parents’ division of labor,
with girls performing domestic chores such as cooking (an act
usually performed by mothers) and boys performing mainte-
nance chores like wall-painting (an act usually performed by
fathers) (Antill et al. 1996; Basow 1992).
As for the case of colors, information about the gender
attribute of colors may teach children that colors are gen-
der-typed. In recent years, the marketing of children’s
merchandise has been increasingly gender-specific
61. (Cunningham and Macrae 2011). For instance, Disney
products, which dominate the children’s entertainment in-
dustry across the globe, are highly gender-typed and pro-
vide strong cues in the gender attribute of colors by using
pink pervasively in girl-typical toys such as dolls but
bold colors including blue in boy-typical toys such as
vehicles (Auster and Mansbach 2012). Another example
is LEGO®’s BLEGO Friends^ released in 2012. The line
is designed for girls, with a lot more pink bricks used
relative to traditional LEGO® sets targeting at boys
(Black et al. 2016). The use of gender-typed colors in
clothing and room décor is also prevalent (Pomerleau
et al. 1990; Sweet 2013).
Because different colors are frequently paired with girl-
typed or boy-typed objects, and because adults tend to choose
products ranging from toys to clothes in these gender-typical
colors for children (Kane 2006; Pomerleau et al. 1990), girls
and boys have been bombarded with pink and blue, respec-
tively, since their early years. Because of frequent exposure to
the color divide, children may acquire information that colors
are gender-typed, where pink is for girls and blue is for boys
(Paoletti 2012). Once children incorporate the gender attribute
of colors into their gender schema, they may regard the social-
ly constructed Bgender-typical^ colors as appropriate for their
gender and the Bgender-atypical^ colors as inappropriate for
their gender.
Gender-Typed Color Preferences and their
Origin
Given that pink and blue have been strongly associated
with the genders, gender differences in preferences for
pink and blue have been found in studies using pure color
stimuli (Chiu et al. 2006; Hurlbert and Ling 2007) or real
62. objects of different colors (LoBue and DeLoache 2011;
Picariello et al. 1990) and employing methods such as
forced choices (LoBue and DeLoache 2011; Wong and
Hines 2015b), observations (Wong and Hines 2015a) or
self-report (Cohen 2013; Ellis and Ficek 2001). For ex-
ample, when children aged 3–6 years-old were presented
with toy felt pigs of different colors, girls tended to
choose the pink one and boys the one in dark colors
(e.g., navy blue) as their favorite (Picariello et al. 1990).
When children aged around 2–3 years-old were asked to
choose from pairs of identical objects in pink or blue or to
play with identical toys in pink or blue, girls preferred
pink items more and boys preferred blue items more
(Wong and Hines 2015b).
However, these studies were conducted with Western sam-
ples. Some research examined the color preferences of Asians
such as Chinese, Japanese, and Indonesian. However, they did
not focus on children or on gender differences
(Chattopadhyay et al. 2010; Saito 1994, 1996). It is unclear
whether children from the East share the same gender-typed
color preferences as Western children do, with girls preferring
pink more and boys preferring blue more. Research with
Chinese children could show the prevalence of such gender-
typed color preferences in different cultures.
We should note that the origin of gender-typed color pref-
erences is still unclear. Some researchers suggested that they
are inborn, originating from differences in cone-contrast sen-
sitivity underlying the visual system evolved from gender role
divisions (e.g., hunting vs. fruit-picking) of early humans
(Alexander 2003; Hurlbert and Ling 2007). Yet, this proposi-
tion has been challenged. A recent study found gender differ-
ences in the color preferences of British adults but not Himba
adults (a nonindustrialized population), suggesting that
gender-typed pink-blue preferences are not universal and are
63. culturally based (Taylor et al. 2013). In addition, gender-typed
preferences for pink and blue only appear to emerge when
children turn 2 years-old (Jadva et al. 2010; LoBue and
DeLoache 2011) and to become stronger as children grow
older (Wong and Hines 2015b).
Chiu et al. (2006) provided further insight into the
cause of gender-typed color preferences by comparing
the color preferences of children with and without gender
Sex Roles (2018) 79:260–272 261
identity disorder (GID), who express distress about their
sex assigned at birth and identify themselves as the other
gender. They found that girls without GID preferred pink
more than did boys without GID but such preferences
were reversed among children with GID, suggesting that
these preferences result from identification with gender
norms. Another evidence that the gender-typing of these
colors is a cultural product is the finding that society’s
perception of these colors can be different across time.
In the early 1900s, the pink-blue divide was not as rigid
as today (Del Giudice 2017). Pink was sometimes viewed
as a more masculine color whereas blue was sometimes
regarded as a more feminine color (Paoletti 1987).
The non-universality, late emergence of the gender dif-
ferences, the reversal of gender-typed color preferences
among children with and without GID, and the malleabil-
ity of the colors’ gendered nature imply a social-cognitive
pathway of gender-typed color preferences. Specifically,
verbal gender labels have been shown to affect children’s
perception of objects’ gender attribute and interest. When
toys are labeled as for girls or for boys, children like the
64. toys labeled as for their own gender more than the toys
labeled as for the other gender (Masters et al. 1979;
Weisgram et al. 2014). Although these studies showed
that children establish gender-based knowledge when gen-
der labels are applied to concrete materials (i.e., the toys),
children may also establish gender-based knowledge on
abstract qualities such as shapes and colors (Bem 1981;
Leinbach et al. 1997). When gender labels are applied to
gender-neutral abstract qualities such as colors, the colors
may become gender-typed and their gender attribute may
be assimilated into children’s gender schema, which may
then increase children’s liking for the color labeled as for
their own gender.
However, the possibility that gender differences for ab-
stract qualities such as colors can emerge through a random
labeling mechanism has not been tested directly. All the
known studies that have so far been said to support a social-
cognitive pathway for the gender difference in pink-blue pref-
erences only provide indirect evidence. They are either based
on whether the gender difference is found in certain cultures
(e.g., Taylor et al. 2013) or on the age the gender difference is
found or not (e.g., LoBue and DeLoache 2011). An experi-
ment that manipulates the social-cognitive factors and that
eventually creates a gender difference would offer direct and
strong evidence for the social-cognitive pathway of gender-
typed color preferences. Therefore, we tested whether apply-
ing gender labels to gender-neutral colors would affect girls’
and boys’ liking for these colors and create a gender difference
in their color preferences. This evidence may help explain
how, from a social-cognitive perspective, colors such as pink
and blue, which might have been originally gender-neutral,
have become gender-typed.
Behavioral Consequences
65. When colors become gender-typed, they can serve as vi-
sual gender labels that define the gender-appropriateness
of objects. Thus, gender color-coding has been found to
affect children’s gender assignment of toys. Children aged
3-years-old already understand the gender-typing of pink
and blue (Martin et al. 2012; Ruble and Martin 1998) and
assign toys to girls or boys based on their colors
(Cunningham and Macrae 2011; Weisgram et al. 2014).
Color is children’s most frequently cited reason when they
sort ambiguous or neutral toys by gender (Cherney and
Dempsey 2010). Gender color-coding also affects chil-
dren’s own preferences, with children expressing greater
verbal interest for toys painted in gender-typical colors
(Weisgram et al. 2014) and playing with the gender-
atypical toy more when it is painted in a gender-typical
color than when it is painted in a gender-atypical color
(Wong and Hines 2015a).
Although these studies reveal the effects of gender color-
coding on gender assignment of and preferences for objects, it
is largely unknown whether gender color-coding would have
other behavioral consequences. The current debate on the use
of colors to intervene in play preferences is mainly concerned
with how to encourage children, girls in particular, to play
more with boy-typical toys as a way to improve spatial skills
(Casey et al. 2008; Jirout and Newcombe 2015). Some sug-
gest applying gender-typed colors to gender-atypical toys
(Black et al. 2016) whereas others suggest removing the color
divide altogether in order to avoid creating new gender stereo-
types (Cunningham and Macrae 2011). Studies examining the
play performance of children in the face of materials coded in
gender-appropriate, gender-inappropriate, or gender-neutral
colors will help to evaluate the developmental consequences
of using colors as an intervention for children’s play.
Only two known studies examined the effect of color on