Here's Looking at You,Kid! A Longitudinal Study of Perceived Gender Differences in Mutual Gaze Behavior in Young Infants

The purpose of this study was to examine the origins of gender differences in mutual gaze between infants and unfamiliar adults, using a prospective longitudinal design. Infant gaze behavior was measured twice: 13–112-hr and 13–18-weeks postpartum. Gender differences were found at Visit 2 due to an increase in girls' gaze behavior. Girls also made more eye contact in female–female dyads and in the second interaction over the first. Boys' behavior remained unchanged over time. The data provide evidence for gender differences in mutual gaze in a younger sample and wider context than previously demonstrated. Results are discussed in the context of social learning (i.e., Martin & Fabes, 2001, theory of “singular polarization”) and psychobiological theories of gender development.     

Gender differences in children's divergent thinking

Block's theory (1984) of gender differences was examined to determine if it could explain inconsistencies in the reports of gender differences and the personality correlates of creativity in children. Additionally, an investigation of 244 gifted children in grades 4 to 8 is described. Two divergent thinking tests, each with a familiar and an unfamiliar item, were used to test cognitive style. The Dependency Proneness Test was used to measure independence, and the Fundamental Interpersonal Relations Orientation‐Behavior Children was used to measure social orientation. No gender differences were found on the measures of personality and cognitive style, and no significant association was found between cognitive style and personality. The results were discussed in light of the moderating influence of sex‐role flexibility and the relative freedom boys and girls experience in peer groups and play.