根据研究性别角色发展的认知—发展办法,性别类型行为受到四、五岁以后才形成的稳定的性别同一性概念的影响。然而,有研究已表明,年幼儿童对性别角色和刻板行为有相当程度的理解。作者通过本研究,对被广泛用来测查认知—发展原因的Slaby和Frey(1975)性别—稳定性交谈法作了考察。被试是60位年龄从42至54个月的幼儿,交谈法采用提的问方式,一种是按原问题顺序,另一种是按先尾后头的反顺序。作者还要求被试对一些故事中所描述的四岁主人公在反应时缺乏或表现出性别一致性的现象进行归因。结果表明,接受反 Based on a cognitive-development approach to studying the development of gender roles, gender-type behaviors are influenced by the concept of stable gender identity that arose only after four or five years of age. However, studies have shown that young children have a fair amount of understanding of gender roles and stereotypes. Through this study, the authors examine the Slaby and Frey (1975) gender-stability talk methods widely used to examine cognitive-developmental causes. The subjects were 60 children between the ages of 42 and 54 months. The chat method adopted the method of asking questions, one in the order of the original question and the other in the reverse order of the first sentence. The authors also asked participants to attribution of the lack of or sexual coherence of the four-year-old protagonist described in some of the stories when responding. The results show that the acceptance of anti