Gender Differences In Gender

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According to the research article, the development of gender differences in colour preference appear at about the age of two. This is seen in the preferences for the colours pink and blue, girls generally like pink more than boys do and boys generally like blue more than girls. Identical to gender differences in toy preference, color preferences also grow across childhood. Gender differences in colour preferences emerge later in life in comparison to gender differences in toy preferences. The colors pink and blue also co-vary with the gender-typicality of children’s toys; boys’ toys are often colored blue and girls’ toys are often in pink.

In the study conducted by Wong & Hines, their main hypothesis was whether gender color-coding would
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Participants were studied on two occasions, separated by a span of 6-8 months, to see whether the magnitude of any effect of gender-typical colors on gender-typical play increased with age. The main hypothesis under investigation was whether the preferences for toys would be increased by the use of a color that is consistent with the child’s gender or on the other hand be reduced by the use of a color inconsistent with the child’s sex. In addition, whether the use of gendered colors increases the size of differences in toy preferences between boys and girls was examined. The independent variable was the stimuli which included a toy vehicle and a doll as they represented strongly gender-typical toys. The toys were provided in two color conditions: gender-typical colors (pink doll, blue train) and gender-atypical colors (blue doll, pink train). Participants were instructed to play with the toys for 4 minutes as they normally would, the researchers then watched recordings of their behaviours. When testing was conducted at home, the researcher stayed in the same…show more content…
For example, parents did not encourage girls to play with dolls more than boys nor did they encourage boys to play with trains more than girls. Also, parental responses did not correlate with child behaviour to suggest that parental encouragement and discouragement shaped gender-typed play. There was a negative correlation between negative parental responses and child preference and one positive correlation between positive parental responses and child preference. The lack of parental influence on children’s play may be due to short duration of the play and because the parents gave largely positive or neutral responses and very few negative

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