Boys withdraw more in one-on-one interactions, whereas girls withdraw more in groups

Past research predicts that males will be more likely to withdraw in one-on-one interactions versus groups, whereas females will be more likely to withdraw in groups than in one-on-one interactions. Ninety-eight 10-year-old children engaged in a word generation task either in same-sex dyads or in groups. Boys completed significantly more words in groups than in dyads, whereas girls' performance was similar in the 2 social structures. Confirming the hypothesis, analyses of the dynamics of dyads and groups using time spent writing as a measure of effort demonstrated that boys withdrew more than girls in dyads, whereas girls withdrew more than boys in groups. Furthermore, in groups, girls were more likely than boys to focus on one individual. Causal explanations for sex differences in preferences for differing social structures are proposed.     

Sex differences in neonates' cuddliness.

The authors undertook the present study to determine whether under ecologically valid, low-stress conditions, female and male neonates could be differentiated on cuddliness. Sixteen female and 15 male neonates were videotaped interacting briefly with both a female and a male adult who were blind to the sex of the neonate. Raters coded degree of cuddliness and activity level. Results showed that raters could discriminate the sex of the neonate on the basis of degree of cuddliness. Discussion focuses on the importance of theoretical and methodological considerations in assessing sex differences in behavioral characteristics of neonates.     

Characteristics of children who interact in groups or in dyads

Little research within the field of developmental or educational psychology has addressed teachers' perceptions of the characteristics of children who interact in different types of peer organizations. This study was designed to examine teachers' perceptions of the characteristics of boys and girls who interact in groups or in dyads. Participants (teachers and children) were recruited from 10 classes from all grade levels of 2 elementary schools. The children were asked to name those in their classes who played together frequently. On the basis of participants' responses, 2 categories of target children were identified: those who played with at least 3 other children (group) and those children who played with 1 other child (dyad). Two teachers then rated each target child on 6 characteristics. The results indicated that, compared with children who played in dyads, target children who played in groups were rated by teachers as being more competitive, receiving more attention from peers, valuing their friends more, and being more emotionally expressive. No differences were found between target children who played in groups or dyads in empathy or self-confidence. In addition, no interaction between sex and type of social organization was found for any of the measures. Results are discussed in terms of the relation between social organization and functions of peer relations.     

Male more than female infants imitate propulsive motion

Few experimental studies investigate the mechanisms by which young children develop sex-typed activity preferences. Gender self-labeling followed by selective imitation of same-sex models currently is considered a primary socialization mechanism. Research with prenatally androgenized girls and non-human primates also suggests an innate male preference for activities that involve propulsive movement. Here we show that before children can label themselves by gender, 6- to 9-month-old male infants are more likely than female infants to imitate propulsive movements. Further, male infants’ increase in propulsive movement was linearly related to proportion of time viewing a male model’s propulsive movements. We propose that male sex-typed behavior develops from socialization mechanisms that build on a male predisposition to imitate propulsive motion.     

Gender differences in egalitarian behavior and attitudes in early childhood

It is axiomatic that human females are more egalitarian than males. However, surprisingly little empirical research exists that empirically assesses this stereotype. We created two studies designed to objectively examine egalitarian behavior in 3‐ to 5‐year‐old children. In Study 1 we compared the egalitarian behavior and attitudes of American girls versus boys by tabulating the extent to which each gender awarded the same number of stickers to, and liked to the same degree, two puppets. One puppet followed the child's instructions or actions while the other did not during a drawing task in which the child played the roles of leader and peer. In the peer role, girls exhibited more egalitarian behavior than boys. In Study 2, French‐Canadian children were shown two drawings by unknown peers—one messily and one neatly colored—, then asked to distribute stickers to each peer's drawing. Again, girls exhibited more egalitarian behavior than boys. Results suggest the origins of gender differences in egalitarian behavior occur early in life and merit further investigation.     

Sex and contextual effects on children's use of interference competition

Prior research with children and nonhuman animals suggests that females engage in interference competition, in which I individual reduces another's chances of gaining access to a resource, only when resources are scarce, whereas males use it more widely. This study was designed to compare males' and females' use of interference competition in games in which resources were scarce or plentiful. Forty groups of 4 same-sex children from kindergarten or Grade 4 played the 2 games on 2 days. Grade 4 girls used less interference competition when resources were plentiful than when they were scarce. Results are useful for generating a contextually based model of the development of sex differences in competitive behavior.     

Beyond intimacy: conceptualizing sex differences in same-sex friendships

This study was designed to replicate and extend prior findings that same-sex friendships of women and men are equally important but that women's friendships are more intimate. A group of adolescents and a group of adults were asked to complete an anonymous questionnaire regarding the quality of their close friendships, the degree to which they would support a close friend in times of difficulty, and the degree to which they would celebrate with a friend in times of success. Results demonstrated that both females and males saw and spoke with their close friends and were equally willing to confront and trust their close friends. Females, however, reported more desire to spend time with a close friend in times of difficulty and to celebrate with a close friend who had just experienced a positive event. Results are discussed in terms of the differing functions of women's and men's same-sex friendships and women's greater general interest in and attention to transitions in the lives of other individuals.     

Males' Greater Tolerance of Same-Sex Peers

ABSTRACT— Three studies were conducted to examine the often-cited conclusion that human females are more sociable than males. Using perceptions of roommates, roommate changes at three collegiate institutions, and an experimental manipulation of friendship beliefs, the studies demonstrated unequivocally that males exhibit a higher threshold of tolerance for genetically unrelated same-sex individuals than females do. Tolerance was defined as acceptance of the stresses and strains within relationships. Results are discussed in terms of potential underlying mechanisms and ultimate explanations.