Тестостерон Рекс

21 Haun, D. B. M., Rekers, Y., & Tomasello, M. (2013). Children conform to the behavior of peers: Other great apes stick with what they know // Psychological Science, 25 (12), 2160–2167.

22 Chudek, M., & Henrich, J. (2011). Culture-gene coevolution, norm-psychology and the emergence of human prosociality// Trends in Cognitive Sciences, 15 (5), 218–226.

23 Sweet, E. V. (2013). Boy builders and pink princesses (Doctoral thesis). University of California Davis.

24 Connellan, J., Baron-Cohen, S., Wheelwright, S., Batki, A., & Ahluwalia, J. (2000). Sex differences in human neonatal social perception // Infant Behavior and Development, 23 (1), 113–118.

25 См. Levy, N. (2004). Book review: Understanding blindness // Phenomenology and the Cognitive Sciences, 3, 315–324; Nash, A., & Grossi, G. (2007). Picking Barbie’s brain: Inherent sex differences in scientific ability? // Journal of Interdisciplinary Feminist Thought, 2 (1), 5.

26 Escudero, P., Robbins, R. A., & Johnson, S. P. (2013). Sex-related preferences for real and doll faces versus real and toy objects in young infants and adults // Journal of Experimental Child Psychology, 116 (2), 367–379.

27 Zosuls, K., Ruble, D. N., & Tamis LeMonda, C. S. (2014). Self-socialization of gender in African American, Dominican immigrant, and Mexican immigrant toddlers // Child Development, 85 (6), 2202–2217.

28 Lamminmaki, A., Hines, M., Kuiri-Hanninen, T., Kilpelainen, L., Dunkel, L., & Sankilampi, U. (2012). Testosterone measured in infancy predicts subsequent sex-typed behavior in boys and in girls // Hormones and Behavior, 61, 611–616.

29 Martin, C. L., & Ruble, D. N. (2004). Children’s search for gender cues: Cognitive perspectives on gender development // Current Directions in Psychological Science, 13 (2), 67–70.

30 LoBue, V., & DeLoache, J. S. (2011). Pretty in pink: The early development of gender-stereotyped colour preferences // British Journal of Developmental Psychology, 29 (3), 656–667.

31 Shutts, K., Banaji, M. R., & Spelke, E. S. (2010). Social categories guide young children’s preferences for novel objects // Developmental Science, 13 (4), 599–610.

32 Hines, M., Pasterski, V., Spencer, D., Neufeld, S., Patalay, P., Hindmarsh, P. C., et al. (2016). Prenatal androgen exposure alters girls’ responses to information indicating gender-appropriate behaviour // Philosophical Transactions of the Royal Society B, 371 (1668). doi: http://dx.doi.org/10.1098/rstb.2015.0125

33 Напр., Masters, J., Ford, M., Arend, R., Grotevant, H., & Clark, L (1979). Modeling and labeling as integrated determinants of children’s sextyped imitative behavior. Child Development, 50, 364–371; Bradbard, M. R., & Endsley, R. C. (1983). The effects of sex-typed labeling on preschool children’s information seeking and retention // Sex Roles, 9 (2), 247–260.

34 Pasterski, V., Zucker, K. J., Hindmarsh, P. C., Hughes, I. A., Acerini, C., Spencer, D., et al. (2015). Increased cross-gender identification independent of gender role behavior in girls with congenital adrenal hyperplasia: Results from a standardized assessment of 4– to 11-year-old children // Archives of Sexual Behavior, 44 (5), 1363–1375.

35 Fine, C. (2010). Delusions of gender: How our minds, society, and neurosexism create difference. New York: Norton.

36 Jordan-Young, R. (2010). Brain storm: The flaws in the science of sex differences. Cambridge, MA: Harvard University Press; Jordan-Young, R. (2012). Hormones, context, and “brain gender”: A review of evidence from congenital adrenal hyperplasia // Social Science and Medicine, 74 (11), 1738–1744.

37 Напр., Wolf, T. M. (1973). Effects of live modeled sex-inappropriate play behavior in a naturalistic setting // Developmental Psychology, 9 (1), 120–123.

38 Wong, W., & Hines, M. (2015). Effects of gender colorcoding on toddlers’ gender-typical toy play // Archives of Sexual Behavior, 44 (5), 1233–1242.

39 Wong & Hines (2015), там же. Размер эффекта для половых различий в игре с голубым поездом и розовой куклой во втором возрасте составлял d = 0,68 и d = –0,55 соответственно. Размер эффекта для половых различий в игре с розовым поездом и голубой куклой во втором возрасте составил d = 0,26 и d = –0,21 соответственно. Положительный размер эффекта соответствует большему интересу у мальчиков.

4 °Colyle, E. F., & Liben, L. S. (2016). Affecting girls’ activity and job interests through play: The moderating roles of personal gender salience and game characteristics // Child Development, 87 (2), 414–428.

41 Griffiths, P. E. (2002). What is innateness? // The Monist, 85 (1), 70–85.

42 Последние факты можно прочесть: Gangestad, S. W., Haselton, M. G., & Buss, D. M. (2006). Evolutionary foundations of cultural variation: Evoked culture and mate preferences // Psychological Inquiry, 17 (2), 75–95.

43 Griffiths (2002), там же. Цит. на с. 74.

44 Dupre, J. (2001). Human nature and the limits of science. Oxford, UK: Oxford University Press. Все цитаты со с. 31.