Abelson A G
Psychiatry. 1979 Aug;42(3):274-9. doi: 10.1080/00332747.1979.11024030.
Cognitive-developmental theory suggests that the learning of gender identity concepts is a sequential process, beginning with the learning of one's own gender, and moving to recognition of the invariance of gender as a human characteristic. Neither clinical nor theoretical literature can fully explain the steps involved. In this study, retarded and nonretarded children were asked to respond to tasks requiring knowledge of core gender identity and gender constancy. When both the retarded and nonretarded children were pooled, a significant interaction was found across all ages between expressive language performance and the development of the psychosexual concepts of core gender identity and gender constancy.
认知发展理论表明，性别认同概念的学习是一个循序渐进的过程，始于对自身性别的学习，进而发展到认识到性别作为一种人类特征的不变性。临床文献和理论文献都无法完全解释其中涉及的步骤。在本研究中，对智障儿童和非智障儿童进行测试，要求他们完成一些需要核心性别认同和性别恒常性知识的任务。当把智障儿童和非智障儿童的数据汇总在一起时，发现所有年龄段的儿童在表达性语言能力与核心性别认同和性别恒常性的心理性概念发展之间均存在显著的交互作用。
