Golombok Susan, Rust John, Zervoulis Karyofyllis, Croudace Tim, Golding Jean, Hines Melissa
Centre for Family Research, Faculty of Social and Political Sciences, University of Cambridge, Cambridge, United Kingdom.
Child Dev. 2008 Sep-Oct;79(5):1583-93. doi: 10.1111/j.1467-8624.2008.01207.x.
The stability of sex-typed behavior from the preschool to the middle school years was examined. The Preschool Activities Inventory, a measure of within-sex variation in sex-typed behavior, was completed by the primary caregiver when the child was 2.5, 3.5, and 5 years, and a modified version, the Child Activities Inventory, was completed by the child at age 8. The investigation involved a general population sample of 2,726 boys and 2,775 girls. Sex-typed behavior increased through the preschool years, and those children who were the most sex typed at age 2.5 were still the most sex typed at age 5, with those children who showed the highest levels of sex-typed behavior during the preschool years continuing to do so at age 8.
研究考察了从学前到中学阶段性别类型化行为的稳定性。学前活动量表是一种衡量性别类型化行为中性别内差异的工具，由主要照料者在孩子2.5岁、3.5岁和5岁时完成填写，而一个修改版的儿童活动量表则由孩子在8岁时完成填写。该调查涉及2726名男孩和2775名女孩的普通人群样本。性别类型化行为在学前阶段有所增加，那些在2.5岁时性别类型化程度最高的孩子在5岁时仍然是性别类型化程度最高的，而那些在学前阶段表现出最高水平性别类型化行为的孩子在8岁时依然如此。
