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2016
Brown, Christia Spears; Stone, Ellen A. (2016): Gender Stereotypes and Discrimination. How Sexism Impacts Development. In: Advances in child development and behavior 50, S. 105-133. DOI: 10.1016/bs.acdb.2015.11.001

DOI: http://www.ncbi.nlm.nih.gov/pubmed/26956071

Abstract: In this chapter, we summarize and integrate some of the latest developmental science research on gender stereotypes and discrimination in childhood and adolescence. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including sexual harassment and teasing because of gender atypicality or nonconformity; and (e) sexualized gender stereotypes that sexually objectify girls and assume boys are sexually voracious. First, we document each type of sexism and examine children's awareness and perceptions of that bias, including their own self-reports and attributions. We examine the implications of this sexism for children and adolescents' developmental health (i.e., social, academic, and psychological well-being). We then draw connections between these various areas of research, focusing on how these different forms of sexism interact to reduce equity and justice among children and negatively impact positive developmental outcomes. The chapter concludes with suggestions for future research.

Keywords: Adolescent, Adolescent Development, Bullying, Child, Child development, Female, Gender Identity, Geschlechterforschung, Gesundheit, Humans, Male, Pädagogische Psychologie, Peer Group, Schools, science direct, Sexism, Sexual Harassment, Social Perception, Stereotyping
2014
Blake, Peter R.; McAuliffe, Katherine; Warneken, Felix (2014): The developmental origins of fairness. The knowledge-behavior gap. In: Trends in cognitive sciences 18 (11), S. 559-561. DOI: 10.1016/j.tics.2014.08.003

DOI: http://www.ncbi.nlm.nih.gov/pubmed/25175834

Abstract: Recent research in developmental psychology shows that children understand several principles of fairness by 3 years of age, much earlier than previously believed. However, children's knowledge of fairness does not always align with their behavior, and immediate self-interest alone cannot explain this gap. In this forum paper, we consider two factors that influence the relation between fairness knowledge and behavior: relative advantage and how rewards are acquired. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Keywords: Child, Child Behavior/psychology, Child development, Child, Preschool, distributive justice, Entwicklungspsychologie, Fairness, Humans, Inequity Aversion, Infant, Kognitionswissenschaften, Psychology, Child, Reward, Social Justice/psychology, Verhaltensforschung
2012
Kahn, Peter H.; Kanda, Takayuki; Ishiguro, Hiroshi; Freier, Nathan G.; Severson, Rachel L.; Gill, Brian T.; Ruckert, Jolina H.; Shen, Solace (2012): "Robovie, you'll have to go into the closet now". Children's social and moral relationships with a humanoid robot. In: Developmental Psychology 48 (2), S. 303-314. DOI: 10.1037/a0027033

DOI: https://doi.org/10.1037/a0027033

Abstract: Children will increasingly come of age with personified robots and potentially form social and even moral relationships with them. What will such relationships look like? To address this question, 90 children (9-, 12-, and 15-year-olds) initially interacted with a humanoid robot, Robovie, in 15-min sessions. Each session ended when an experimenter interrupted Robovie's turn at a game and, against Robovie's stated objections, put Robovie into a closet. Each child was then engaged in a 50-min structural-developmental interview. Results showed that during the interaction sessions, all of the children engaged in physical and verbal social behaviors with Robovie. The interview data showed that the majority of children believed that Robovie had mental states (e.g., was intelligent and had feelings) and was a social being (e.g., could be a friend, offer comfort, and be trusted with secrets). In terms of Robovie's moral standing, children believed that Robovie deserved fair treatment and should not be harmed psychologically but did not believe that Robovie was entitled to its own liberty (Robovie could be bought and sold) or civil rights (in terms of voting rights and deserving compensation for work performed). Developmentally, while more than half the 15-year-olds conceptualized Robovie as a mental, social, and partly moral other, they did so to a lesser degree than the 9- and 12-year-olds. Discussion focuses on how (a) children's social and moral relationships with future personified robots may well be substantial and meaningful and (b) personified robots of the future may emerge as a unique ontological category. zitiert von 138

Keywords: Autonomy Medical Subject Headings (MeSH): Adolescent, Child, Analysis of Variance, Child Attitudes, Child Behavior, Child development, Communication, Entwicklungspsychologie, Female, Human Computer Interaction, Humans, Independence (Personality), Interview, Psychological, Male, Mensch-Roboter-Interaktion, Mensch-Technik-Relation, Mental Models, Moral, Morals, Robotics, Social Behavior, Verbal Behavior
2011
Chen, Xinyin; Rubin, Kenneth H. (Hg.) (2011): Socioemotional development in cultural context. New York, NY: Guilford (Social, emotional, and personality development in context)

Keywords: Affektive Entwicklung, Child development, Child psychology, Context, Culture, Emoties, Emotions in children, Entwicklungspsychologie, Kinderpsychologie, Kulturvergleich, Psychosoziale Entwicklung
2010
Calzada, Esther J.; Fernandez, Yenny; Cortes, Dharma E. (2010): Incorporating the cultural value of respeto into a framework of Latino parenting. In: Cultural Diversity and Ethnic Minority Psychology 16 (1), S. 77-86

Abstract: Latino families face multiple stressors associated with adjusting to United States mainstream culture that, along with poverty and residence in inner-city communities, may further predispose their children to risk for negative developmental outcomes. Evidence-based mental health treatments may require culturally informed modifications to best address the unique needs of the Latino population, yet few empirical studies have assessed these cultural elements. The current study examined cultural values of 48 Dominican and Mexican mothers of preschoolers through focus groups in which they described their core values as related to their parenting role. Results showed that respeto, family and religion were the most important values that mothers sought to transmit to their children. Respeto is manifested in several domains, including obedience to authority, deference, decorum, and public behavior. The authors describe the socialization messages that Latina mothers use to teach their children respeto and present a culturally derived framework of how these messages may relate to child development. The authors discuss how findings may inform the cultural adaptation of evidence-based mental health treatments such as parent training programs. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Keywords: Acculturation, Adult, Child, Child development, Childhood Development, Cultural Characteristics, cultural values, decorum, Dominican Republic, Einzelstudie / spezifisch, Ethnic Values, Female, Gesundheit, Hispanic Americans, Humans, Intergenerational Relations, Kulturforschung/ kulturelle Unterschiede, Latinas, Latino parenting, Latinos, Mexican Americans, MODELS, Parent Child Relations, Parenting, Preschool, preschoolers, Psychological, respect, respeto, Social Values, Socialization, United States, VALUES
2009
Bode, Harald (2009): Sozialpädiatrie in der Praxis. 1. Aufl.. München: Elsevier, Urban & Fischer

Keywords: Child development, Entwicklungspsychologie, Pediatrics, science direct, Social medicine, Soziale Teilhabe, Sozialpädiatrie, Sozialpädietrie

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