Fagot B I, Hagan R, Leinbach M D, Kronsberg S
Child Dev. 1985 Dec;56(6):1499-505.
34 children were observed in infant play groups. 2 sets of infant behaviors were coded: assertive acts and attempts to communicate with adults. No sex differences were observed at 13 to 14 months in any of these behaviors. However, adults attended to girls' assertive behaviors far less of the time than to boys' assertive behaviors. They attended more to girls' less intense communication attempts and to boys' more intense attempts. When 29 of the same children were observed in toddler play groups no more than 11 months later, there were sex differences in behavior. Boys were more assertive; girls talked to teachers more. Teachers no longer differentiated their responses to boys and girls. Peers reacted more to boys' assertive behavior than to girls.' We hypothesized that caregivers may use stereotypes to guide their reactions to infants because infant behavior is ambiguous. For the toddlers, behavior had become more defined, and caregivers reacted to the behaviors. By using the sex stereotype to guide their reactions to younger children, the caregivers may have perpetuated the stereotype.
在婴儿游戏小组中观察了34名儿童。对两组婴儿行为进行了编码：主动行为以及与成年人交流的尝试。在13至14个月大时，未观察到这些行为存在任何性别差异。然而，与男孩的主动行为相比，成年人关注女孩主动行为的时间要少得多。他们更多地关注女孩不太强烈的交流尝试以及男孩更强烈的交流尝试。当在不超过11个月后对同一组中的29名儿童在幼儿游戏小组中进行观察时，行为上出现了性别差异。男孩更主动；女孩与教师交谈更多。教师不再区别对待对男孩和女孩的反应。同伴对男孩的主动行为反应比对女孩的更多。我们推测，照顾者可能会使用刻板印象来指导他们对婴儿的反应，因为婴儿的行为具有模糊性。对于幼儿来说，行为变得更加明确，照顾者会对这些行为做出反应。通过使用性别刻板印象来指导他们对年幼儿童的反应，照顾者可能使这种刻板印象长期存在。
