title: Gender differences in preschool children's commentary on self and other.
abstract: To examine gender differences in commentary about self and others in same- and mixed-gender contexts, the authors analyzed dyadic conversations involving 78 children in 5 preschool facilities. Compared to girls talking to girls, boy talking to boys made more statements with negative connotations for others and less often pointed out self-other similarities. No gender differences were observed in mixed-gender contexts. Compared to boys talking with boys, boys talking with girls spoke more frequently of similarities and abilities. Compared to girls with girls, girls with boys less often spoke descriptively or talked of activities and possessions and more often spoke of conduct, possibly in an effort to manage boys' behavior. Overall, the findings support a social-constructivist or contextual rather than a biological perspective on early gender differences.
authors.affiliation: The George Washington University, Department of Psychology, 2125 G St. NW, Washington, DC 20052, USA. carol@gwu.edu
authors.forename: Carol K
authors.initials: CK
authors.lastname: Sigelman
authors.forename: Kristen D
authors.initials: KD
authors.lastname: Holtz
mesh_terms: D002648:Child; D002656:Child Day Care Centers; D002675:Child, Preschool; D056348:Emotional Intelligence; D005260:Female; D005783:Gender Identity; D006801:Humans; D008297:Male; D010379:Peer Group; D012649:Self Concept; D012919:Social Behavior; D012938:Social Perception; D014705:Verbal Behavior