Answered You can buy a ready-made answer or pick a professional tutor to order an original one.
Discussion Assignment
Part 1
Describe and discuss the major theories regarding psychology and gender. Include in the discussion your views of social-cognitive theory of gender development and the gender schema theory.
In your exploration of these concepts, respond to the following:
- Describe and explain at least two of the major theories.
- Compare the two theories as they relate to gender.
- On the basis of your research, explain which theory you find more accurate and why. Provide details as to why you feel the way you do, supporting your response with text references and additional citations from scholarly articles
Part 2
Now, examine and discuss the similarities and differences in sexual development in the genders.
In your exploration of these concepts, respond to the following:
- Examine, describe, and share the similarities and differences between premenstrual syndrome and testosterone aggression.
- Compare variations in sexual development in the genders.
Support your responses with information from the following resources:
- Research in the psychology of men and masculinity using the gender role strain paradigm as a framework
- Neural sensitivity to sex steroids predicts individual differences in aggression: Implications for behavioural evolution
- Self-regulation of gendered behavior in everyday life
You can refer to the following optional resources:
- Archer, J. (2004). Sex differences in aggression in real-world settings: Ameta-analytic review. Review of General Psychology, 8(4), 291–322.
- Campbell, A., & Muncer, S. (1994). Sex differences in aggression: Socialrepresentations and social roles. The British Journal of SocialPsychology, 33(2), 233–240.
- Grossman, M., & Wood, W. (1993). Sex differences in emotional intensity: Asocial role explanation. Journal of Personality and Social Psychology,65(5), 1010–1022.
- Ritter, D. (2003). Effects of menstrual cycle phase on reporting levels ofaggression using the Buss and Perry aggression questionnaire.Aggressive Behavior, 29(6), 531–538.
- Susman, E. J., Inoff-Germain, G., Nottelmann, E. D., Loriaux, D., Cutler,G. B., Jr., & Chrousos, G. P. (1987). Hormones, emotionaldispositions, and aggressive attributes in young adolescents.Child Development, 58(4), 1114–1134.
- @
- 954 orders completed
- ANSWER
-
Tutor has posted answer for $45.00. See answer's preview
********** ************** ******* ********* ****** Early ****** ******** ******** ***** *** primary ***** was on *** ****** ******* ****** ** ******* ** behavior **** ********* **** ******* **** ******* too simplistic an image ** ***** ******** *********** ****** ********* theory grew on *** ******* ****** ******** ********** by ******* ***** growth involves * complex interaction ** **** ******* *** ** ******* ********** (eg ******* ***** ** positions of a ***** ** ********** **** ***** ***** *** ** ********* which *** *********** **** other The prominence ** ***** *** much ** *** ************ ****** ************ affect ***** ******** *** the theory ********** the practical **** of ******** ** ***** ************* **************** – ************* theory ***** **** ******** ** ********* *** internal *************** in *********** ****** **** **** ******** argue that ***** *** **** ******* ********* ********* that ******* ***** taken **** ************* **** ********* ****** ** ******** *********** *** book **** ******** *********** ****** ******* ** *** recent social ******** approaches ** ****** ****** **** ******** ******** Kohlberg’s ****** ********* ********* ****** on *** cognitive *********** ****** ************ theory ******* **** primary ****** ******** ** *** organized ******** ** ****** ********* ******** ***** or biological ********* but *** *** cognitive ************ ** ******* ****** ***** ******** **** *** **** ******************* *** ********** ****** schema ******** ******** **** **** **** ********* ******* about gender ** soon as they *** aware of ***** *** *** ******* ******** ****** *********** ******* ************ ********* *** memory ** * special way **** **** ***** ** *** ******** gender typed *********** **** more than ****** ********* informationComparison of the *** theories on ****** ****** cognitive ***************************** theoryThis is a more recent ******* ** social learning ********** **** highlights *** active **** of ******** in ***** ************* ******************** ****** **** ************ behavior is met **** **** ****** ** ******* *** ***** ***** ***** ** ** ******** impulse *** *** *** ** ****** in a gender –stereotyped *** or ******** ******** a ************* ************** of ****** in ******* ******* ** ****************** ********** ** *** ********** *********** ** gender *** thought ** ******** their ******** ** **** *** *** ****** ****** **** informationAccurate ****** *** ******* ****** ****** The ******* ******* ** ****** ******** ** **** *** *** ***** ** ***** ********* *** transformation in ************ ****** linked behavior *** ********* by ******** the *********** of kids’ schemas *** ******** it ****** a **** ******* **** *** ******* ** ** *** ******** **** to ***** ******* ** ****** stereotypes ** ***** *** *** **** efforts ** ******* *** *** ****** ** decrease ************ ******* rule us on our attention; **** ** *** ** **** *** **** ***** and **** ** **** across and what we ********* ******* ******** et ** ****** **** *** * – ** * *** years- **** **** new ******* ** ******* *** **** ******* The kids ******* them more **** labeled ** being for their *** than *** *** other *** ******** ***** *** Signorella ****** ********* *** main school ******** ** ******** ** male *** female characters involved ** ********* *** feminine ** ******* ********** *** **** asked them ** ******** ** **** of *** ****** as possible ******** remembered **** ******** of * **** ***** ********* ********* **** ** *** *** did ******** ******** PMS *** testosterone aggression *** from the same ******** of ****** *********** ** *** ******* **** *** elevated ****** ** ********** Symptoms *** ******* ** **** *** PMS ** happens to **** **** *** ****** *** *** ********************** it ******* only to the **** ************** * ******* **** ******* growth *** ******** **** ****** and ***** ***** While *** ******************** **** is *** *** case * person gender ** a ********** *** ** * ***** ***** **** ******** ****** identity ******** **** gender **** *** expressed Sexual development *** ********** **** **** *** ******* study ** *** differences *** *** ******** ******** *** ***** **** ****** a ***** **** ** *** *********** ** *** ***** by ******** an outlet ********* ** ************ research ** the large part ** ****** ******* to ****** *********** ************** * Bandura * ***** Bussey * ****** Self-regulatory appliances ******* ****** progress ***** Development2 Bandura * (1986)Social fundamentals of action *** ******** * ****** cognitive theory ********* Cliffs **** ************** ******** L ****** **** *********************** ***** ** ******* ******** concepts *** ********** in E ******* ******* development ** sex *********** ****** ********** ****** * * 1989 ********** use ** *** ************** ******** in building social ***************** *********** ****** * and ******* * ****** ********* ********* ****** ** ****** development *** differentiation'Psychological ****** *** ** ********** Signorella M * ***** ***** * * ****** ‘Gender-schematic processing in ********* The **** ** ******* interpretations of ********************* Psychology 29 ** ******** ******** M * et ** ****** ************* ** sex *********** ** ******* study *** ******* * ********** vs *********** distinction ******* ********** 22 ** ***********
