Slaby R G, Frey K S
Child Dev. 1975 Dec;46(4):849-56.
4 developmental levels of gender constancy were identified in 55 preschool-age children on the basis of a reproducible Guttman scale of answers to sets of questions pertaining to gender identity, gender stability over time, and gender consistency across situations. Children's developmental level of gender constancy was predictive of the amount and the proportion of time they attended to an adult male and an adult female film model. As boys developed gender constancy, their relative preference for watching the male model increased significantly; as girls developed gender constancy, their relative preference for watching the female model increased, though not significantly. At the more advanced levels of gender constancy, boys watched the male model more than did girls. It was suggested that same-sex social learning may develop as a function of children's cognitive understanding of gender as an identifiable, stable and consistent human attribute.
基于一套可重复的古特曼量表，通过对55名学龄前儿童关于性别认同、性别随时间的稳定性以及跨情境的性别一致性等问题的回答，确定了性别恒常性的4个发展水平。儿童的性别恒常性发展水平能够预测他们关注成年男性和成年女性电影模型的时间量和时间比例。随着男孩性别恒常性的发展，他们观看男性模型的相对偏好显著增加；随着女孩性别恒常性的发展，她们观看女性模型的相对偏好也有所增加，不过增幅不显著。在性别恒常性较高水平时，男孩比女孩更多地观看男性模型。研究表明，同性社会学习可能是儿童将性别认知为一种可识别、稳定且一致的人类属性的认知理解的函数而发展起来的。
