Toy Preferences Research Articles

Prenatal testosterone and gender-related behaviour

Testosterone plays an important role in mammalian brain development. In neural regions with appropriate receptors testosterone, or its metabolites, influences patterns of cell death and survival, neural connectivity and neurochemical characterization. Consequently, testosterone exposure during critical periods of early development produces permanent behavioural changes. In humans, affected behaviours include childhood play behaviour, sexual orientation, core gender identity and other characteristics that show sex differences (i.e. differ on average between males and females). These influences have been demonstrated primarily in individuals who experienced marked prenatal hormone abnormalities and associated ambiguities of genital development (e.g. congenital adrenal hyperplasia). However, there is also evidence that testosterone works within the normal range to make some individuals within each sex more sex-typical than others. The size of testosterone-related influences, and perhaps even their existence, varies from one sex-typed characteristic to another. For instance: prenatal exposure to high levels of testosterone has a substantial influence on sex-typical play behaviour, including sex-typed toy preferences, whereas influences on core gender identify and sexual orientation are less dramatic. In addition: there appears to be little or no influence of prenatal testosterone on mental rotations ability, although mental rotations ability shows a marked sex difference. These findings have implications for basic understanding of the role of testosterone in normative gender development, as well as for the clinical management of individuals with disorders of sex development (formerly called intersex syndromes).

Gender-linked Differences in the Toys, Television Shows, Computer Games, and Outdoor Activities of 5- to 13-year-old Children

This study was designed to compare how 5- to 13-year-old children's leisure activity preferences differ with age and gender. Responses from 60 boys and 60 girls about their favorite toys, television shows, computer games, and outdoor activities were compared across leisure categories. The results showed that gender was a significant factor. Overall, boys spent more time in these leisure activities than girls did. They spent the most time engaged in sports, watching television, and playing computer games, whereas girls spent the most time watching television. Results from a gender index for all activities indicated that boys' leisure preferences became slightly more masculine with age. For girls, preferences for television shows became more feminine with age, but preferences for toys, computer games, and sports became less feminine. These self-chosen preferences may provide differential opportunities for the development of visual-spatial skills, achievement, initiative, self-regulation, and social skills.

Summary of Consensus Statement on Intersex Disorders and Their Management

Advances in understanding of genetic control of sexual determination and differentiation, improvements in diagnostic testing and surgical genital repair, and the persistent controversies inherent to clinical management were all compelling factors that led to the organization of an international consensus conference. The goals were to acknowledge and discuss the more controversial issues in intersex management, provide management guidelines for intersex patients, and identify and prioritize questions that need additional investigation. This is a summary statement. Advances in molecular genetic causes of abnormal sexual development and heightened awareness of the ethical and patient-advocacy issues mandate reexamination of existing nomenclature for patients with intersex.1 Terminology such as “pseudohermaphroditism” is controversial, potentially pejorative to patients,2 and inherently confusing. Therefore, the term “disorders of sex development” (DSD) is proposed to indicate congenital conditions with atypical development of chromosomal, gonadal, or anatomic sex. Additional rationale for new classification is the need for modern categorization to integrate the modern molecular genetic aspects, to maximize precision when applying definitions and diagnostic labels,3 and to meet the need for psychologically sensitive yet descriptive medical terminology. Nomenclature should be flexible enough to incorporate new information, robust enough to maintain a consistent framework, use descriptive terms, reflect genetic etiology, accommodate phenotypic variation spectrum, and be useful for clinicians, scientists, patients, and families. Hence, we propose a new classification (see “Consensus Statement on Management of Intersex Disorders”4 in this month's issue of Pediatrics Electronic Edition ). Three traditionally conceptualized domains of psychosexual development are gender identity (one's self-representation [ie, male or female]), gender role (sexually dimorphic behaviors within the general population, such as toy preferences, aggression, and spatial ability), and sexual orientation (direction[s] of erotic interest). Gender dissatisfaction denotes unhappiness with assigned sex and may result in gender self-reassignment. Psychosexual developmental factors relate to parental psychopathology, parent-child … Address correspondence to Peter A. Lee, MD, PhD, Department of Pediatrics, MC-H085, Penn State College of Medicine, Milton S. Hershey Medical Center, Box 850, 500 University Dr, Hershey, PA 17033-0850. E-mail: plee{at}psu.edu

Associations Among Gender-Linked Toy Preferences, Spatial Ability, and Digit Ratio: Evidence from Eye-Tracking Analysis

Eye-tracking technology was used to monitor eye-movements in 64 adults (age range, 18-22 years) during simultaneous presentation of "masculine" and "feminine" toys. Women and men who showed more visual fixations on male-typical toys compared to female-typical toys had significantly better targeting ability and smaller (i.e., more masculine) digit ratios, a putative marker of prenatal androgen levels. In contrast, individuals with visual preferences for female-typical or male-typical toys did not differ in mental rotations ability and in their retrospective reports of childhood gender-linked activities. The finding that targeting ability and digit ratios varied according to visual preferences for gender-linked toys suggests that prenatal androgens promote enduring preferences for male-typical objects and indicate further that some gender-linked traits vary according to the direction of a visual preference for gender-linked toys. Visual preferences derived from eye-tracking, therefore, may be a useful supplement to current measures of psychosexual differentiation in hormone-behavior research, particularly because eye-movements are not dependent on verbal abilities or subjective evaluations of behavior.

Diferenças de gêneros nos grupos de brincadeira na rua: a hipótese de aproximação unilateral

Este estudo investigou aspectos da diferenciação sexual em brincadeiras de crianças/adolescentes na rua. Participaram 668 pessoas entre 1 e 18 anos (245 meninas - 423 meninos), moradores/visitantes de três ruas num bairro da periferia de Belém, durante 1 ano. Foram observadas diferenças de gênero quanto à participação na rua e à variedade de subcultura lúdica. Observou-se predominância dos meninos na rua, segregação e tipificação sexual nas brincadeiras e maior penetração das meninas na subcultura masculina. Os dados sobre composição dos grupos, segregação, tipificação e preferência por brincadeiras levam à hipótese de aproximação unilateral entre os grupos de gênero

The Relation Between Gender Role Orientation and Fear and Anxiety in Nonclinic-Referred Children

This study examined the relation between gender role orientation and fear and anxiety in a sample of nonclinic-referred children (N = 209) ages 10 to 13 years. Children and their parents completed questionnaires assessing children's gender role orientation, toy and activity preferences, and fear and anxiety. Results generally indicated that femininity and a preference for girls' toys and activities were positively associated with fear and anxiety, whereas masculinity and a preference for boys' toys and activities were negatively related to these emotions. Furthermore, gender role orientation accounted for more of the variance in fear and anxiety scores than the child's sex.

Children?s Toy Collections in Sweden?A Less Gender-Typed Country?

The aim of this study was to describe and analyze differences between girls' and boys' toy collections in a country that strongly emphasizes gender equality (Sweden). The study was based on the assumptions that toy collections reflect social values in the society where they are found and that Sweden has less gendered values than do many other countries. The toy collections of 152 3- and 5-year old Swedish children were inventoried, and the results were analyzed and discussed in relation to previous research on children's toy collections and toy preferences in North America and Western Europe. The Swedish toy collections were found to be gender-typed in ways similar to those reported in previous research in other countries.

Imaginary Companions and Impersonated Characters: Sex Differences in Children's Fantasy Play

We compared the incidence of imaginary companions and impersonated characters in 152 three- and four-year-old children (75 males and 77 females). Children and their parents were interviewed about role play in two sessions. Although there were no sex differences in verbal ability or fantasy predisposition, there was a significant difference in the form of children’s imaginary characters: girls were more likely to create imaginary companions, whereas boys were more likely than girls to actively impersonate their characters. There were no significant sex differences in the competence ratings of imaginary companions or impersonated characters. These results suggest that it is important to examine the form and function of children’s pretense to understand sex differences in fantasy play. Sex differences in the play of young children are apparent by 13 months of age (Goldberg & Lewis, 1969). Around the world there are fairly consistent differences in the proportion of rough-and-tumble activity, aggression, and use of large spaces, all higher in boys, as well as cooperation, dyadic versus group play, and preference for finemotor toys, all higher in girls (e.g., Borman, Laine, & Lowe, 1993; Cunningham, Jones, & Taylor, 1994; DiPietro, 1981; Lever, 1978; Mac

Sex steroids and human behavior: prenatal androgen exposure and sex-typical play behavior in children.

Gonadal hormones, particularly androgens, direct certain aspects of brain development and exert permanent influences on sex-typical behavior in nonhuman mammals. Androgens also influence human behavioral development, with the most convincing evidence coming from studies of sex-typical play. Girls exposed to unusually high levels of androgens prenatally, because they have the genetic disorder, congenital adrenal hyperplasia (CAH), show increased preferences for toys and activities usually preferred by boys, and for male playmates, and decreased preferences for toys and activities usually preferred by girls. Normal variability in androgen prenatally also has been related to subsequent sex-typed play behavior in girls, and nonhuman primates have been observed to show sex-typed preferences for human toys. These findings suggest that androgen during early development influences childhood play behavior in humans at least in part by altering brain development.

Observational assessment of toy preferences among young children with disabilities in inclusive settings. Efficiency analysis and comparison with staff opinion.

Numerous investigations have demonstrated means of assessing preferences among students and adults with disabilities. In contrast, there has been little attention on preference identification among young children. We evaluated a preference assessment with 7 toddlers and preschoolers with disabilities in inclusive programs. First, identification of toy-play preferences was compared across three assessments that varied in amount of toy-play behavior sampled and time required for implementation (5-, 10-, and 15-session assessments). Second, results of the assessments were compared to staff opinion. Results indicated the most efficient assessment identified preferences that generally were consistent with preferences identified with the less time-efficient assessments. Results also indicated staff reports did not consistently indicate which toys were played with most frequently. Overall, results demonstrate an efficient means of determining preferences among young children with disabilities in inclusive settings. Results also suggest that staff opinion should not be relied on exclusively to determine preferences.

Stereotyped beliefs about desirability: implications for characterizing the child's theory of mind

A central research issue in the child's theory of mind literature is the question of whether children appreciate the subjectivity of mental phenomena. The typical research paradigm involves researchers creating a discrepancy between children's own mental states and the mental state of a protagonist, and then asking children to predict the protagonist's reaction. A prediction that fits the child's own mental state (rather than the beliefs and desires of the protagonist) is seen as an indication that the child fails to acknowledge the subjectivity of mental phenomena. Here we present two experiments involving the use of desire statements in predicting other people's emotions which demonstrate that even when one does acknowledge the subjectivity of mental states, this does not necessarily leads to ‘correct’ predictions (e.g. predictions based on the protagonist's desires). Other factors, such as cultural knowledge, might influence this process. The first experiment demonstrates that even adults, with a fully operational theory of mind, sometimes choose to disregard information about other people's desires. Their own generalized beliefs about desirability appear to be instrumental in this respect. The second experiment, on sex-stereotyped preferences for toys, demonstrates that even young children already can use generalized beliefs about desirability as a basis for their predictions of others’ emotions, even when these beliefs on desirability do not coincide with their own desires. This strategy results in a response pattern that can be easily misconceived as an indication that the child does not yet appreciate the subjectivity of desires. Two remarks are made on the basis of these experiments. First, even a so-called ‘adult’ theory of mind tends to be affected by normative considerations and is therefore more complex than straightforward desire–belief reasoning. Second, whenever normative considerations come into play, researchers should be cautious that ‘correct’ answers in theory of mind testing may not always have been based on theory of mind reasoning, and that ‘incorrect’ answers do not necessarily imply the absence of an active theory of mind.

An evolutionary perspective of sex-typed toy preferences: pink, blue, and the brain.

Large sex differences in children's toy preferences are attributed to gender group identification and social learning. The proposal outlined in this paper is that contemporary conceptual categories of "masculine" or "feminine" toys are also influenced by evolved perceptual categories of male-preferred and female-preferred objects. Research on children exposed prenatally to atypical levels of androgens and research on typically developing infants suggest sex-dimorphic preferences exist for object features, such as movement or color/form. The evolution and neurobiology of mammalian visual processing--and recent findings on sex-dimorphic toy preferences in nonhuman primates--suggest further that an innate bias for processing object movement or color/form may contribute to behaviors with differential adaptive significance for males and females. In this way, preferences for objects such as toys may indicate a biological preparedness for a "masculine" or "feminine" gender role-one that develops more fully as early perceptual preferences are coupled with object experiences imposed by contemporary gender socialization.

Sex differences in response to children's toys in nonhuman primates ( Cercopithecus aethiops sabaeus)

Sex differences in children's toy preferences are thought by many to arise from gender socialization. However, evidence from patients with endocrine disorders suggests that biological factors during early development (e.g., levels of androgens) are influential. In this study, we found that vervet monkeys ( Cercopithecus aethiops sabaeus) show sex differences in toy preferences similar to those documented previously in children. The percent of contact time with toys typically preferred by boys (a car and a ball) was greater in male vervets ( n=33) than in female vervets ( n=30) ( P<.05), whereas the percent of contact time with toys typically preferred by girls (a doll and a pot) was greater in female vervets than in male vervets ( P<.01). In contrast, contact time with toys preferred equally by boys and girls (a picture book and a stuffed dog) was comparable in male and female vervets. The results suggest that sexually differentiated object preferences arose early in human evolution, prior to the emergence of a distinct hominid lineage. This implies that sexually dimorphic preferences for features (e.g., color, shape, movement) may have evolved from differential selection pressures based on the different behavioral roles of males and females, and that evolved object feature preferences may contribute to present day sexually dimorphic toy preferences in children.

Social Behaviors and Gender Differences Among Preschoolers: Implications for Science Activities

Ethnographic studies involving the learning of science by younger children are fewer in number compared with other science education studies. This two-year study focused on the social behaviors and gender differences among preschoolers (4 to 5 years old) engaging in science activities. Findings indicate that the social behaviors of boys and girls were stereotypical. Boys tended to exhibit curiosity, spontaneity, and extensive prior knowledge about nature (vertebrates, invertebrates, and plants). Boys also tended toward aggressive, competitive, and sometimes violent behavior. Girls tended to display a submissive countenance, fear of arthropods, yet caring for the welfare of other animals. During free time, preference for same-gender peer interactions was observed while boys played with Legos, blocks, and cars, whereas girls played with puzzles, books, and the housekeeping center. These toy preferences have implications for science education. The science concepts learned during group time the previous day influenced the context of activity that preschoolers engaged in during free play the next day.

Sex-typed preferences in three domains: do two-year-olds need cognitive variables?

Gender schema theory proposes that sex-typed behaviour flows from the child's ability to 'tag' incoming information in terms of gender categories leading to heightened attention, recall and performance of sex-congruent behaviour. We investigate three questions in relation to this proposal: (1) the order of emergence of the child's ability to apply gender labels in each of three domains (social behaviour, same-sex peer preference and sex-congruent toy preference) and its impact upon sex-typed behaviour, (2) the role of the child's knowledge of his or her own sex in sex-typed preferences, and (3) the generality versus specificity of sex-typed behaviour across three domains. Participants were 56 two-year old children. Correct labelling of gender was achieved by 67% of children for self, by 54% for other children, by 23% for toys and by 13% for activities. There was a significant preference for sex-congruent toys and boys engaged in significantly more negative social interaction behaviours than did girls, but same-sex peer preference was not found. There was no effect of domain-specific labelling ability on corresponding sex-typed behaviour nor did sex-of-self knowledge explain sex-typed preference. There was no evidence of domain generality in sex-typed behaviours. The findings suggest that the impact of cognitive variables may have been overestimated.

Gender stereotyping in infancy: Visual preferences for and knowledge of gender-stereotyped toys in the second year

Infants’ visual preferences for gender-stereotyped toys and their knowledge of stereotyped toys were examined in two experiments using an adaptation of the preferential looking paradigm. Girls and boys aged 12, 18, and 24 months were tested for their preference for photos of vehicles or dolls, and for whether they associated (“matched”) these two stereotyped sets of toys with the faces and voices of male and female children. Results of Experiment 1 (N = 77) demonstrated significant preferences for gender stereotyped toys appearing by 18 months of age. In Experiment 2 (N = 58), girls were able to associate the gender-stereotyped toys with girls’ and boys’ faces by 18 months of age, but boys were not. Implications for theories of early gender development are discussed.

Infants’ visual preference for sex‐congruent babies, children, toys and activities: A longitudinal study

Sex differences in social behaviour emerge as early as 2 years of age and gender schema theorists have suggested that preverbal infants possess ‘tacit’ knowledge of gender which informs their behaviour. This study examined sex‐congruent preferences using a visual preference paradigm in four domains (babies, children, toys, activities) in a longitudinal study of infants aged 3, 9 and 18 months. At 3 months, infants showed a marginally significant preference for same‐sex babies driven principally by males. Sex‐congruent toy preference was found among males at ages 9 and 18 months. Both sexes preferred masculine activity styles but this effect was significantly stronger among males than females. Gender schema theory requires gendered self‐concept as a precursor to sex‐congruent preference. Infants did not recognize themselves from photographs at any of the ages tested. By 18 months approximately two thirds of infants showed self‐recognition on the rouge test. However, at none of the ages and in none of the domains tested was self‐recognition related to sex‐congruent preference. Cross‐domain consistency of preference was not found. There was evidence of some stability of preference within domains between the ages of 9 and 18 months and this stability was very marked for activity preference.

Boys will be Boys: The Effect of Social Evaluation Concerns on Gender‐Typing

Previous research has demonstrated that young children hold strong gender stereotypes for activities and toy preferences. Some researchers have argued that this rigid gender‐typing displayed by young children is associated with peer reinforcement for stereotypical behaviour and punishment of counterstereotypical behaviour. The present study tests the hypothesis that the gender‐typing displayed by young children is at least in part an active self presentational effort to win positive evaluation from peers. Sixty‐four children aged between 4 and 9 years described themselves in terms of their activity and toy preferences, once when alone and once when in front of a group of same‐sex peers. They also completed a task measuring the rigidity of their gender stereotypes. It was found using both group‐based and individual‐based analyses that the children with the most rigid stereotypes—young boys—were more likely to present themselves as sex‐typed in front of the peer audience than when alone. The older boys and the girls in all age groups tended to have less rigid stereotypes and their self‐descriptions were in general not influenced by the presence of an audience. These results show that self‐presentational concerns do influence children’s gender‐typed behaviour, and that these concerns may vary with age and gender.

Propulsion: A behavioural expression of masculinity

Based upon studies of children's sex‐typed behaviours, it is theorized that a forceful, forward motor behaviour, or propulsion, is an integral component of several masculine sex‐typed behaviours. To test the relation between propulsion and masculinity, a game of tag was designed to elicit propulsion from 3‐ to 5‐year‐old children. In addition, in Study 1, teachers rated children's degree of masculinity and, in Study 2, the masculinity of children's toy preferences was assessed. Results showed a significant relation between propulsion and measures of masculinity. Findings are discussed in terms of the importance of considering motor behaviour in studies of sex typing.

Antecedents of toddler gender segregation: Cognitive consonance, gender-typed toy preferences and behavioral compatibility

This study examined 3 possible antecedents of toddler gender segregation: segregating children were hypothesized to exhibit more gender awareness, gender-typed toy preferences, and gender-typed compatible play styles than their non-segregating peers. Fifty-seven, primarily White, toddlers (28 males, 29 females) with a mean age of 35 months were observed in free play to determine their degree of same-gender peer preferences and gender-typed toy preferences. Teacher ratings of the children's play styles, and the children's knowledge of gender identity, and gender role awareness were also examined. Forty-two (21% of males and 62% of females) children played with same-gender peers at above chance levels during free play, with more girls segregating than boys. There were no differences between gender segregating and non-segregating children regarding gender-typed toy preferences or gender awareness. There were differences in teachers' ratings such that the gender segregating girls were seen as the most socially sensitive, and gender segregating boys were seen as more active and disruptive then the other children. These findings are interpreted as providing support for the compatible play style explanation of gender segregation, but the gender awareness and gender-typed toy preference hypotheses were not supported.