Extension: How does this theory differ to Kohlberg’s? Discuss with somebody else the AO1 for Gender Schema Theory that you made notes on for homework.

Slides:

Advertisements

Similar presentations

Cognitive Level of Analysis OBJECTIVE: Evaluate Schema Theory with reference to research studies.

Advertisements

Gender Role Development

Factors affecting EWT Age. Starter activity Think and make notes in pairs about the following two questions: O How do you think “Age” may affect the accuracy.

Sex Differences and Gender-Role Development

Where are we????.

Welcome Back. Last Time CLL and the EYFS Write a text message to demonstrate what you learnt last lesson.

AS Cognitive exam techniques. Outline one assumption of the cognitive approach in psychology (2) Group 1 work in threes Group 1 work in threes Group 2.

GCSE Psychology Gestalt Laws.

Intro to Representation and Film. A Representation Recap What is meant by representation? What is meant by demographic? What factors determine a demographic?

Learning Objectives ALL will understand the definition of OCD

Explanations of Gender development

Unit 3 – GENDER DEVELOPMENT

Explaining Gender Roles: Two Contemporary Theories.

AS Psychology Evaluating Experimental Techniques.

1 Psychology 320: Psychology of Gender and Sex Differences Lecture 26.

1 Psychology 320: Gender Psychology Lecture Invitational Office Hour Invitations, by Student Number for November 19 th 11:30-12:30, 3:30-4:30 Kenny.

How does a cognitive psychologist understand thinking and behaviour? What might a cognitive psychologist say about gender differences? psychlotron.org.uk.

The origins of the universe- Are science and religion in conflict?

Explanations of Gender Development: Evaluating Kohlberg

Sexual and Relationship Education Relationships.

5 mins To look over notes and plan Timed essay- 30 mins DISCUSS THE BIOSOCIAL APPROACH TO GENDER DEVELOPMENT. (8 +16 MARKS) You can use your plan but this.

Starter 1- whiteboards Outline the difference between Gender Stability

Extension: How would the cognitive approach explain gender development? Discuss with somebody else what the difference is between sex and gender and the.

On whiteboards Explain the role of genes in Sex and gender development using a diagram and pictures.

Cognitive Development Theory

Article Read the article Answer the questions. DIRT.

Jamie Coulson, Elime Shrewsbury and Sofia Wiseman.

Gender Schema By Phoebe, Yasheema Charis, Emily & Phoebe.

1 Psychology 320: Psychology of Gender and Sex Differences Lecture 24.

Product ideas Lesson objective: To understand more about the potential ideas we have for products To prepare for a meeting on Friday.

Using the information below create an IDA point for Kohlberg’s constancy theory interaction between nature and nurture holistic explanation of gender development.

Getting you prepared: List as many behaviours as you can that you think the evolutionary approach can explain. Extension: What behaviours do you think.

Social Learning Theory Albert Bandura. Learning Outcomes To describe Social Learning Theory and the stages involved.

Outcome(s)  Assess the extent to which biological, cognitive, and sociocultural factors influence development  Evaluate psychological research relevant.

Extension: Do you think socialisation is a stronger argument for gender development than biology? Discuss with somebody else what different social factors.

Cordua et al (1979) showed children videos of male doctors, female doctors, male nurses and female nurses doing their jobs. The children were later asked.

Extension: How would you improve the research to make it more valid? Discuss with somebody else the AO2/3 point you wrote out on research evidence. Amend.

Getting you thinking: Extension: Explain why/how you think these factors influence aggression. Discuss with somebody else as many biological factors as.

PSYCHOLOGICAL EXPLANATIONS Cognitive development theory Kohlberg’s stages of gender development.

Extension: How valid do you think the studies you included are and why? Discuss with somebody else the AO2/3 research evidence point that you wrote for.

CHAPTER 10: SEXUALITY AND GENDER Section 2: The Psychological Side of Human Sexuality: Gender.

Psychological explanations of gender development Cognitive theories.

GENDER – COG vs SLT KNOWLEDGELEARNINGQUESTION ANALYSIS PLANNINGWRITING Gender Cognitive SLT e.g. Peer and Self- assessment and target setting, Tracking.

Extension: How/why might correlations be used in psychology? Discuss with somebody else what you can remember about correlations from GCSE maths.

* Getting you thinking: Extension: What are the advantages and disadvantages of each type of data? 1)Discuss with somebody else the difference between.

Extension: Did you notice anything about how participants are used in experiments in terms of experiencing the IV? Discuss with somebody else what examples.

Getting you thinking: Extension: What ‘AID your AO2’ points (choose 2) would be relevant here? Explain. Discuss with somebody else the AO2/3 point you.

Getting you thinking: Discuss how the evolutionary approach to aggression could be evaluated. Extension: How do you think the evolutionary approach compares.

Getting you thinking: Extension: Compare the studies you found in terms of validity. Share the study you found and your weakness with somebody else.

Extension: Do you think there could be a bias in the research that is published? Discuss with somebody else what you think influences which research is.

GCSE Geography – Unit 3 Sustainability and London’s Olympics and Paralympics Lesson 1.

Extension: How could psychologists make sure their IV is the only factor affecting their DV? Discuss with somebody else the answers that you put for your.

Extension: Could gender be an interaction of the different explanations we have looked at so far? Discuss with somebody else whether you think the development.

Gender consistency theory test All questions are worth 1 mark unless otherwise stated. 1.Whose theory is it? 2.Which approach does the theory come from?

Stereotypes & Behavior. IB Syllabus Says: Explain the formation of stereotypes and their effect on behavior.

Getting you thinking: Extension: Use your knowledge of the approaches to develop these suggestions. Discuss with somebody else the reasons why somebody.

Extension: What ‘nature’ factors may influence gender behaviour? Discuss whether gender behaviour is a result of nature or nurture. Explain your answer.

CHAPTERS 10 AND 11: INFANT, CHILD AND ADOLESCENT DEVELOPMENT Is this the little girl I carried? Is this the little boy at play? I don't remember growing.

Reminders! There will be a timed assessment on Friday. Assessment One on Gender is due today. Using your homework: Share with somebody else the information.

Extension: How easy do you think it would be to separate these influences to find out the %? From what you already know, what % would you classify gender.

Cognitive – Key Question. How can knowledge of working memory be used to help those with dyslexia?

Gender consistency theory test

XXY, XYY and More - Teaching Gender in Year 2 A-Level Psychology

Cognitive Explanations of Gender Development

Homework Cultural influence sheet (to be completed for Tuesday 15th)

Cognitive explanation of gender development

Gender explanations.

Gender Schema Theory (Martin and Halverson 81)

Cognitive Explanations

Cognitive theories emphasize children’s active role in the process of gender typing (self-socialization)

Presentation transcript:

Extension: How does this theory differ to Kohlberg’s? Discuss with somebody else the AO1 for Gender Schema Theory that you made notes on for homework.

Psychological explanations of gender development 2) Gender Schema Theory Pages

Learning objectives By the end of this lesson you will be able; To be able to describe Gender Schema Theory To be able to expand on description using examples.

Schemas Work with somebody else to: 1)Give a definition of the term schema. 2)Give examples of schemas for each of the following Extension: How do our schemas develop? Tables Houses Males/boys Police Officers Females/girls

Check your understanding Your homework was to make AO1 notes on Gender Schema Theory. Let’s see what you can remember. Answer T/F on your mini whiteboard. 1) Gender Schema Theory was suggested by Martin and Halverson (1981). 2) Martin and Halverson disagreed with Kohlberg that a child’s thinking is key to their gender development. 3) A schema is a way of organising information. 4) The theory says children learn their gender identity between the ages of 1-2

Check your understanding Continued…. 5) The theory states that schemas develop naturally without any cognitive effort. 6) Children pay attention to anything perceived as related to their gender. 7) Gender schemas become increasingly more developed with age. 8) Campbell found that 51% of 3 year olds labelled toys as suitable for ‘boys’/’girls’. Make up three of your own questions to test somebody else.

Your task (10 minutes) Use the catalogues/textbooks/internet/adverts (on You Tube) to find: 1)Examples that boys and girls would be drawn to after having an understanding of gender labelling. 2)Explain how this would influence their schema. You will need to present your examples to the rest of the class at the end of the lesson. Extension: Can you find any examples that go against the usual gender stereotypes?

Learning objectives : You are now able; To be able to describe Gender Schema Theory To be able to expand on description using examples.

Homework Due next lesson: Use pages to write out an AO2/3 point on research evidence for Gender Schema Theory using the following studies: Poulin-Doubois et al (2002) Tenenbaum and Leaper (2002) An issue with these studies that has implications for the support for the theory. Use the 8 step process to write out your point. Preparation for next lesson: Think about how gender bias could be used as an AO2/3 point.