According to Kohlberg's theory, children begin learning about gender roles after they have mastered ____—that is, after they know that gender is fixed across time and situation. Research generally supports this prediction (Martin, Ruble, & Szkrybalo, 2002).

However, some work suggests that children begin learning about gender-typical behaviour as soon as they master _____ (invariance across time); as they understand gender consistency (invariance across situation), their understanding of gender roles becomes more flexible.

A theory proposed by ____

In ____, children first decide if an object, activity, or behaviour is considered female or male, then use this information to decide whether they should learn more about the object, activity, or behaviour.

As predicted, children's understanding that they are a boy (or girl) is the ____ for learning about gender roles. It seems that children look for cues as to what are viewed as gender-appropriate behaviours, such as what activities are seen as appropriate for their gender, or whom they should play with

once a child has acquired ____, acquiring a neutral perspective is probably easier said than done. A better strategy may be to expose children to many counter-stereotyped examples.

After children have gender identity, their tastes in ____ begin to shift along gender-specific lines (Luecke-Aleksa, Anderson, Collins, & Schmitt, 1995), and they begin to use gender labels to evaluate toys and activities.

Shown an unfamiliar toy and told that children of a specific sex really like this toy, children like the toy much more if _____, too

At one extreme, evolutionary developmental psychology proposes that men and women performed _____roles for much of human history

Others argue against placing too much emphasis on such a perspective, particularly when, as a form of after the fact analysis, it is used to ____

A) constancy
B) consistency
C) gender schema theory
D) gender constancy