Joel Szkrybalo
Biographic Data
| ID | 1660933 |
|---|---|
| NAME | Joel Szkrybalo |
| GIVEN NAMES | Joel |
| FAMILY NAME | Szkrybalo |
| SIGNATURE | SZKRYBALO J |
| AFFILIATIONS | New York University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2004 |
| H-INDEX | 3 |
Recognizing the Centrality of Gender Identity and Stereotype Knowledge in Gender Development and Moving Toward Theoretical Integration: Reply to Bandura and Bussey (2004)
Most of the critique in the A. Bandura and K. Bussey (see record 2004-18097-001) commentary is a misunderstanding or misrepresentation of the points made by C. L. Martin, D. N. Ruble, and J. Szkrybalo in their 2002 Psychological Bulletin article (see record 2002-18663-003). First, Martin et al. never intended to present a comprehensive theory; instead, it was a review of 2 different cognitive approaches to gender development. Second, there is no …
Cognitive theories of early gender development
The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the s…
God made me a girl: Sex-category constancy judgments and explanations revisited
To examine reasons for inconsistent findings in the development of sex-category constancy, children's constancy judgments and their accompanying explanations were studied over a 3-year period. Preschool, kindergarten, and 1st-grade children (N = 195) completed a sex-category constancy measure that elicited explanations and assessed constancy for the self and others across changes in gender-typed clothing, activities, and traits. Improvements in s…
Cognitive theories of early gender development
The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the s…
God made me a girl: Sex-category constancy judgments and explanations revisited
To examine reasons for inconsistent findings in the development of sex-category constancy, children's constancy judgments and their accompanying explanations were studied over a 3-year period. Preschool, kindergarten, and 1st-grade children (N = 195) completed a sex-category constancy measure that elicited explanations and assessed constancy for the self and others across changes in gender-typed clothing, activities, and traits. Improvements in s…
Recognizing the Centrality of Gender Identity and Stereotype Knowledge in Gender Development and Moving Toward Theoretical Integration: Reply to Bandura and Bussey (2004)
Most of the critique in the A. Bandura and K. Bussey (see record 2004-18097-001) commentary is a misunderstanding or misrepresentation of the points made by C. L. Martin, D. N. Ruble, and J. Szkrybalo in their 2002 Psychological Bulletin article (see record 2002-18663-003). First, Martin et al. never intended to present a comprehensive theory; instead, it was a review of 2 different cognitive approaches to gender development. Second, there is no …
God made me a girl: Sex-category constancy judgments and explanations revisited
To examine reasons for inconsistent findings in the development of sex-category constancy, children's constancy judgments and their accompanying explanations were studied over a 3-year period. Preschool, kindergarten, and 1st-grade children (N = 195) completed a sex-category constancy measure that elicited explanations and assessed constancy for the self and others across changes in gender-typed clothing, activities, and traits. Improvements in s…
Cognitive theories of early gender development
The contribution of cognitive perspectives (cognitive-developmental theory and gender schema theory) to a contemporary understanding of gender development is evaluated. Recent critiques of cognitive approaches are discussed and empirical evidence is presented to counter these critiques. Because of the centrality of early gender development to the cognitive perspective, the latest research is reviewed on how infants and toddlers discriminate the s…
Recognizing the Centrality of Gender Identity and Stereotype Knowledge in Gender Development and Moving Toward Theoretical Integration: Reply to Bandura and Bussey (2004)
Most of the critique in the A. Bandura and K. Bussey (see record 2004-18097-001) commentary is a misunderstanding or misrepresentation of the points made by C. L. Martin, D. N. Ruble, and J. Szkrybalo in their 2002 Psychological Bulletin article (see record 2002-18663-003). First, Martin et al. never intended to present a comprehensive theory; instead, it was a review of 2 different cognitive approaches to gender development. Second, there is no …
Developmental psychology (3 works) · Gender Roles and Identity Studies (3 works) · Gender Studies in Language (3 works) · Psychology (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Early Childhood Education and Development (2 works) · Social Psychology (2 works) · Career Development and Diversity (1 works) · Centrality (1 works)