SOP3742 Study Guide for Exam 1 PDF

**SOP3742 Study Guide for Exam 1 Material** =========================================== **NOTE: This study guide is intended to help students study for exams but should not be used as a replacement for reading the text, attending lectures, and/or participating in Discussion Forums; there may be ite...

**SOP3742 Study Guide for Exam 1 Material** =========================================== **NOTE: This study guide is intended to help students study for exams but should not be used as a replacement for reading the text, attending lectures, and/or participating in Discussion Forums; there may be items on tests that come from these materials, which are not directly addressed in this study guide. [ALSO SEE SUMMARY OF GENDER DIFFERENCES]!** **[CHAPTER 1 -- Introduction]** -- This chapter sets the stage for our future explorations into the psychology of women by considering the question \"*Why* study the psychology of women?\" and establishes basic definitions and research practices.  1. Define the terms *gender* and *sex* (the widely-held definitions, not how these terms are used in the textbook), and the difference between the two. 2. Describe differences between *quantitative analyses* and *qualitative analyses* in research. 3. Define sexism. 4. Describe the three forms of sexism (*modern sexism, hostile sexism, benevolent sexism*). 5. What is the difference between a hypothesis and a theory? 6. Describe each of the five basic research designs (naturalistic observation, archival analysis, surveys, experiments, quasi-experiments). 7. Why are experiments investigating sex differences called quasi-experiments? 8. What are the basic steps of experimental design? How is the empirical process "self-correcting"? 9. Discuss where and how biases can be introduced into the various stages of research design. 10. What is a *female deficit interpretation*? 11. Define *experimenter effects.* 12. Define *observer effects.* 13. What is *overgeneralization*, and why is it dangerous? 14. What is a major *publishing bias* (think the "round file" or "trash-can effect"), and how does this negatively affect perceptions of sex differences? 15. Define the term *phallocentric*. 16. Explain what is meant by *male as normative* (give examples). 17. What is meant by the authors when they speak of "*feminine evil*" (give examples from history). 18. Define the term *feminism*. 19. What is cisgender and *genderism*? **[CHAPTER 2 -- Theoretical Perspectives on Gender]** -- This chapter examines major psychological theories that have been formulated to explain the thoughts, feelings, and behaviors of girls and women, and differences between women and men. 1. Discuss Freud's *Psychoanalytic Theory* and the resulting *stages of psychosexual development*. Address in the discussion: (1) terms associated with the theory (id, ego, superego, libido, erogenous zones); (2) the Phallic stage of psychosexual development; (3) predictions the theory makes in the Phallic stage regarding sex differences (specifically discuss the *Oedipal Complex* and *Electra Complex*); and (4) criticisms of the theory. 2. Identify the major contributions of neo-Freudians: - Karen Horney - Helen Deutsch - Anna Freud - Nancy Chodorow 3. Describe the roots of Sociobiology and Evolutionary psychology in terms of *Darwin's Theory of Evolution* (and natural selection). 4. What is *Parental Investment Theory*, and why does it predict that childcare will be performed by women? 5. What are *Sexual Selection Theory* and *Sexual Strategies Theory*, and what different mating strategies do they predict for males and females (and why)? 6. Identify the major criticisms of sociobiology and evolutionary theories. 7. Explain sociobiologist Sarah Blaffer Hrdy's contribution to understanding women. 8. Describe *Sociocultural Theory*, and Alice Eagly's research that suggests that dating strategies are not innate. 9. What are the key components of *Social Learning Theory* (include a description of operant conditioning)? 10. What is the primary difference between *Social Learning Theory* and *Cognitive Social Learning Theory* (think attention, self-regulation and self-efficacy)? 11. Explain *Kohlberg's Theory of Moral Development* (include a description of the Heinz paradigm used to develop and test the theory, and results that typically emerge from this paradigm for males and females). 12. Describe Kohlberg's theories of *gender identity* and *gender constancy*. 13. Describe Gilligan's *Theory of Moral Development*, the paradigm she used to test her hypotheses, and her resulting conclusions (include explanation of the *care perspective* and the *justice perspective*, and differences between males and females in the two perspectives). 14. Describe the key components of *Gender Schema Theory*. 15. What were consciousness raising groups (C-R Groups), and why were they so important in the 1970's? 16. What is *intersectionality*? 17. Define *social constructionism*. 18. Sex is a "stimulus variable as well as a person variable." What does this mean? 19. What is meant by the phrase, "the person is political" when discussing women's issues? 20. Describe the six different types of feminism (liberal, cultural, Marxist also sometimes called socialist, radical, women of color, postmodern). 21. Describe the three waves of feminism, what was accomplished in each wave, the time span of each wave, and what is left unfinished (think ERA on the latter). 22. What is *queer theory*? **[CHAPTER 3 -- Gender Stereotypes and Gender Differences]** -- This chapter explores (1) the origin and nature of gender stereotypes, and how these stereotypes affect the thoughts, feelings, and behaviors of women, (2) gender differences in personality and behaviors, and (3) the accuracy of gender stereotypes. 1. What is a *schema*? What is a *stereotype*? How are the two related, and why do we use them? 2. What are the differences between *implicit thought* and *explicit thought*? 3. Describe how implicit biases are measured (IAT), and what this research informs us regarding egalitarian beliefs and sex differences in performance. 4. Define the terms *communal* and *agentic*, as used in this course. 5. Describe traditionally female characteristics and behaviors and traditionally male characteristics and behaviors. What are the major differences that emerge between the two (think in terms of communal/agentic and powerless/powerful)? 6. What is the *self-fulfilling prophecy* and how might this phenomenon interact with stereotypes of what is male/female, to influence thoughts, feelings and behaviors? 7. Describe *stereotype threat*, how it is tested, and what the research informs us with regard to women. 8. What is meant by the term *social construction of gender*? 9. Discuss how the media affect the psychological development of both males and females (see the Discussion Forum video *MissRepresentation)*. 10. Identify sex differences in (know effect sizes): - the three types of aggression (physical, verbal, relational) - self-esteem (both global and individual dimensions), - activity levels - anxiety - helping behaviors - empathy - narcissism 11. Describe deindividuation research on aggression (i.e., Lightdale & Prentice, 1994) and what (and how) this informs us about the nature vs. nurture argument on the roots of aggression. 12. Explain the unidimensional view of male-female sex-role identity, and the more contemporaneous two-dimensional notion of *androgyny*. What are possible benefits/detriments of androgyny? 13. Describe Bem's (1975) "good listener" study and what this study suggests regarding the link between androgyny and behavior. 14. Understand the two hypotheses on why society is harder on men (than on women) who violate gender role expectations: *Social Status Hypothesis* and *Sexual Orientation Hypothesis*. 15. Understand what a *meta-analysis* is, how to interpret Cohen's *d* generally, and more specifically how to interpret a Cohen's *d* in this class. 16. Define the *availability heuristic*, discuss how this heuristic relates to schemas, and explain how this heuristic can affect our thoughts, feelings and behaviors (particularly with regard to perceptions involving males and females). 17. Define the *representativeness heuristic*, discuss how this heuristic relates to schemas, and explain how this heuristic can affect our thoughts, feelings and behaviors (particularly with regard to perceptions involving males and females). **[CHAPTER 4 -- The Intersection of Gender and Ethnicity]** -- This chapter considers the different and complex social forces acting on women of color in four major U.S. ethnic groups: African American, Hispanic, Asian Americans, and American Indians. 1. Know common terminology (and the definitions thereof) used to describe women of color - Hispanics - Chicanos/Chicana - Latinos/Latina - Americanos - African American - Asian American - Euro-Americans 2. Understand the terms race and ethnicity, and the difference between the two. 3. Understand issues in conducting cross-cultural research: - collaboration of researchers - theory - measurement - conceptual equivalence - translational equivalence (and back-translation) - subcultural variations - cultural heritage - deficit interpretations - race vs. social class 4. Be able to identify potential costs and benefits of affirmative action. 5. Know the five core Asian values. 6. Be able to discuss unique issues faced by each ethnic group discussed in the text: - African American women - American Indian Women - Asian American women - Latinas 7. Be able to define key terms used to investigate ethnic differences in the psychology of women, including: - ethnocentrism - microaggression - acculturation - historical trauma - bilingualism **[CHAPTER 5 -- Gender and Communication]** -- This chapter explores evidence on differences between women and men in (1) verbal and nonverbal communications, and (2) how women and men are differentially treated in the English language. 1. What is Deborah Tannen's (1991) *Different Cultures Hypothesis*? 2. Discuss the different goals in communication for men and women, according to Tannen (1991). 3. Describe the *gender-linked language effect* (Mulac, 2006). 4. Define the below terms and identify sex differences in language use (know effect sizes): - tentative speech - tag questions - disclaimers - hedges - intensifiers 5. How does context moderate sex differences in language use? 6. Discuss sex differences in interrupting and being interrupted (include description of, and sex differences in, intrusive interruptions and affiliative interruptions). 7. Describe sex differences in talkativeness (include description of, and sex differences in, affiliative speech and assertive speech). 8. Discuss Thomson's work (1991, 1996) on e-talk (more specifically the Netpal study and the importance of context in language use). 9. Describe sex differences in nonverbal communication: - personal space - eye contact - smiling 10. Regarding sex differences in eye-contact, what does research involving the *visual dominance ratio* inform us? 11. How are men and women differentially judged by others when they aren't smiling, and how was this demonstrated by the study discussed in the text (Deutsch, 1987)? 12. What is the *female-as-exception phenomenon* (give an example)? 13. What is a *euphemism*? Give an example of a euphemism pertaining to the treatment of women in language. 14. What is *infantilizing?* Give an example of the infantilizing of women in language. 15. What are *parallel words?* Give an example of parallel words that degrade women. Can you think of any parallel words that degrade men? 16. Describe the *Whorfian Hypothesis* (Whorf, 1956). Contrast this hypothesis to the notion that language develops from our thoughts (if we change our thoughts a change in language will follow) and discuss bi-directionality of the two different effects. 17. Discuss genderless language, and differences in cultures with gendered and genderless languages. 18. What is the Wudgemaker Study (Hyde, 1984), and what does it inform us about the relationship between language and the development and perpetuation of sexist stereotypes in children's thinking? 19. What three tips does the text offer to help us change our use of sexist pronouns in our own language? 20. Discuss language changes recently proposed to eliminate bias in our language against trans individuals, because our language currently presumes that people whose gender identity matches their biological sex is the norm (CIS man, CIS woman).