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Глава 9

Гендерные волны розового и голубого цвета: как не утонуть в них

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Hurlbert, ‘Biological Components of Colour Preference in Infancy’, Developmental Science 13:2 (2010), pp. 346–54. • 34. I. D. Cherney and J. Dempsey, ‘Young Children’s Classification, Stereotyping and Play Behaviour for Gender Neutral and Ambiguous Toys’, Educational Psychology 30:6 (2010), pp. 651–69. • 35. V. LoBue and J. S. DeLoache, ‘Pretty in Pink: The Early Development of Gender-Stereotyped Colour Preferences’, British Journal of Developmental Psychology 29:3 (2011), pp. 656–67. • 36. Zosuls et al., ‘The Acquisition of Gender Labels in Infancy’. • 37. J. B. Paoletti, Pink and Blue: Telling the Boys from the Girls in America (Bloomington, Indiana University Press, 2012). • 38. M. Del Giudice, ‘The Twentieth Century Reversal of Pink – Blue Gender Coding: A Scientific Urban Legend?’, Archives of Sexual Behavior 41:6 (2012), pp. 1321–3; M. Del Giudice, ‘Pink, Blue, and Gender: An Update’, Archives of Sexual Behavior 46:6 (2017), pp. 1555–63. • 39. Henley, ‘The power of pink’. • 40. ‘What’s wrong with pink and blue?’, Let Toys Be Toys, 4 September 2015, http://lettoysbetoys.org.uk/whats-wrong-withpink-and-blue (accessed 8 November 2018). • 41. A. M. Sherman and E. L. Zurbriggen, ‘“Boys Can Be Anything”: Effect of Barbie Play on Girls’ Career Cognitions’, Sex Roles 70:5–6 (2014), pp. 195–208. • 42. V. Jarrett, ‘How we can help all our children explore, learn, and dream without limits’, White House website, 6 April 2016, https://obamawhitehouse.archives.gov/blog/2016/04/06/how-we-can-help-all-our-children-explore-learn-anddream-without-limits (accessed 8 November 2018). • 43. V. Jadva, M. Hines and S. Golombok, ‘Infants’ Preferences for Toys, Colors, and Shapes: Sex Differences and Similarities’, Archives of Sexual Behavior 39:6 (2010), pp. 1261–73. • 44. C. L. Martin, D. N. Ruble and J. Szkrybalo, ‘Cognitive Theories of Early Gender Development’, Psychological Bulletin 128:6 (2002), p. 903. • 45. L. 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Rush, ‘“Why Does All the Girls Have to Buy Pink Stuff?” The Ethics and Science of the Gendered Toy Marketing Debate’, Journal of Business Ethics 149:4 (2018), pp. 769–84. • 51. B. K. Todd, R. A. Fischer, S. Di Costa, A. Roestorf, K. Harbour, P. Hardiman and J. A. Barry, ‘Sex Differences in Children’s Toy Preferences: A Systematic Review, Meta-regression, and Meta-analysis’, Infant and Child Development 27:2 (2018), pp. 1–29. • 52. Там же., pp. 1–2. • 53. N. K. Freeman, ‘Preschoolers’ Perceptions of Gender Appropriate Toys and Their Parents’ Beliefs about Genderized Behaviors: Miscommunication, Mixed Messages, or Hidden Truths?’, Early Childhood Education Journal 34:5 (2007), pp. 357–66. • 54. E. S. Weisgram, M. Fulcher and L. M. Dinella, ‘Pink Gives Girls Permission: Exploring the Roles of Explicit Gender Labels and Gender-Typed Colors on Preschool Children’s Toy Preferences’, Journal of Applied Developmental Psychology 35:5 (2014), pp. 401–9. • 55. E. Sweet, ‘Toys are more divided by gender now than they were 50 years ago’ («Игрушки стали более гендерными, чем 50 лет назад»), Atlantic, 9 December 2014, https://www.theatlantic.com/business/archive/2014/12/toys-are-more-divided-by-gender-now-than-they-were-50-years-ago/383556 (accessed 8 November 2018). • 56. J. Stoeber and H. Yang, ‘Physical Appearance Perfectionism Explains Variance in Eating Disorder Symptoms above General Perfectionism’, Personality and Individual Differences 86 (2015), pp. 303–7. • 57. J. F. Benenson, R. Tennyson and R. W. Wrangham, ‘Male More than Female Infants Imitate Propulsive Motion’, Cognition 121:2 (2011), pp. 262–7. • 58. G. M. Alexander, T. Wilcox and R. Woods, ‘Sex Differences in Infants’ Visual Interest in Toys’, Archives of Sexual Behavior 38:3 (2009), pp. 427–33. • 59. ‘Jo Swinson: Encourage boys to play with dolls’, BBC News, 13 January 2015, https://www.bbc.co.uk/news/uk-politics-30794476 (accessed 8 November 2018). • 60. G. M. Alexander and M. Hines, ‘Sex Differences in Response to Children’s Toys in Nonhuman Primates (Cercopithecus aethiops sabaeus)’, Evolution and Human Behavior 23:6 (2002), pp. 467–79. • 61. Both Cordelia Fine in Delusions of Gender and Rebecca Jordan-Young in Brain Storm have commented humorously and at length on the monkey studies and their exaggerated role in offering insights into toy preference issues (И Корделия Файн в «Заблуждениях о гендере», и Ребекка Джордан-Янг в «Мозговом штурме» подробно и с юмором прокомментировали исследования с использованием обезьян, а также их преувеличенную роль в изучении проблемы предпочтения игрушек.) • 62. J. M. Hassett, E. R. Siebert and K. Wallen, ‘Sex Differences in Rhesus Monkey Toy Preferences Parallel Those of Children’, Hormones and Behavior 54:3 (2008), pp. 359–64. • 63. Там же., p. 363. • 64. Hines Brain Gender. • 65. S. A. Berenbaum and M. Hines, ‘Early Androgens Are Related to Childhood Sex-Typed Toy Preferences’, Psychological Science 3:3 (1992), pp. 203–6. • 66. M. Hines, V. Pasterski, D. Spencer, S. Neufeld, P. Patalay, P. C. Hindmarsh, I. A. Hughes and C. L. Acerini, ‘Prenatal Androgen Exposure Alters Girls’ Responses to Information Indicating Gender-Appropriate Behaviour’, Philosophical Transactions of the Royal Society B: Biological Sciences 371:1688 (2016), 20150125. • 67. M. C. Linn and A. C. Petersen, ‘Emergence and Characterization of Sex Differences in Spatial Ability: A Meta-analysis’, Child Development 56:6 (1985), pp. 1479–98. • 68. D. I. Miller and D. F. Halpern, ‘The New Science of Cognitive Sex Differences’, Trends in Cognitive Sciences 18:1 (2014), pp. 37–45. • 69. Hines et al., ‘Prenatal Androgen Exposure Alters Girls’ Responses’. • 70. M. S. Terlecki and N. S. Newcombe, ‘How Important Is the Digital Divide? The Relation of Computer and Videogame Usage to Gender Differences in Mental Rotation Ability’, Sex Roles 53:5–6 (2005), pp. 433–41. • 71. Shenouda and Danovitch, ‘Effects of Gender Stereotypes and Stereotype Threat’.

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