Read Online Die Geschlechterluege by Cordelia Fine - Free Book Online Page A
Authors: Cordelia Fine
Ads: Link
engineering settings.
Psychological Science, 18
(10), 879 – 885.
Mussweiler, T., Rüter, K. & Epstude, K. (2004). The ups and downs of social comparison: Mechanisms of assimilation and contrast.
Journal of Personality & Social Psychology, 87
(6), 832 – 844.
Nash, A. & Grossi, G. (2007). Picking Barbie’s brain: Inherent sex differences in scientific ability?
Journal of Interdisciplinary Feminist Thought, 2
(1), Artikel 5.
Nash, A. & Krawczyk, R. (1994).
Boys’ and girls’ rooms revisited: The contents of boys’ and girls’ rooms in the 1990s
. Vortrag vor der Conference on Human Development. Pittsburgh, Pennsylvania.
Neuville, E. & Croizet, J.-C. (2007). Can salience of gender identity impair math performance among 7 – 8 years old girls? The moderating role of task difficulty.
European Journal of Psychology of Education, XXII
(3), 307 – 316.
Newcombe, N. S. (2007). Taking science seriously: Straight thinking about spatial sex differences. In Ceci/Williams 2007, 69 – 77.
Newman, M. L., Sellers, J. G. & Josephs, R. A. (2005). Testosterone, cognition, and social status.
Hormones and Behavior, 47
(2), 205 – 211.
Nguyen, H. H. & Ryan, A. M. (2008). Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.
Journal of Applied Psychology, 93
(6), 1314 – 1334.
Nordenström, A., Servin, A., Bohlin, G., Larsson, A. & Wedell, A. (2002). Sex-typed toy play behavior correlates with the degree of prenatal androgen exposure assessed by CYP21 genotype in girls with congenital adrenal hyperplasia.
Journal of Clinical Endocrinology and Metabolism, 87
(11), 5119 – 5124.
Norton, M. I., Vandello, J. A. & Darley, J. M. (2004). Casuistry and social category bias.
Journal of Personality & Social Psychology, 87
(6), 817 – 831.
Nosek, B. A. (2007a). Implicit-explicit relations.
Current Directions in Psychological Science, 16
(2), 65 – 69.
– (2007b). Understanding the individual implicitly and explicitly.
International Journal of Psychology, 42
(3), 184 – 188.
Nosek, B. A. & Hansen, J. (2008). The associations in our heads belong to us: Searching for attitudes and knowledge in implicit evaluation.
Cognition and Emotion, 22
(4), 553 – 594.
Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., et al. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes.
European Review of Social Psychology, 18
(1), 36 – 88.
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., et al. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement.
Proceedings of the National Academy of Sciences, 106
(26), 10593 – 10597.
Novell, C. (2004).
Disney princess: How to be a princess
. Camberwell, Victoria: Penguin.
Nowlan, M. (2. Oktober 2006). Women doctors, their ranks growing, transform medicine
. Boston Globe
, C1.
O’Boyle, M. W. (2005). Some current findings on brain characteristics of the mathematically gifted adolescent.
International Education Journal, 6
(2), 247 – 251.
O’Boyle, M. W., Cunnington, R., Silk, T. J., Vaughn, D., Jackson, G., Syngeniotis, A. & Egan, G. F. (2005). Mathematically gifted male adolescents activate a unique brain network during mental rotation.
Cognitive Brain Research, 25
(2), 583 – 587.
Oberman, L. M., Hubbard, E. M., McCleery, J. P., Altschuler, E. L., Ramachandran, V. S. & Pineda, J. A. (2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders.
Cognitive Brain Research, 24
, 190 – 198.
Ohnishi, T., Moriguchi, Y., Matsuda, H., Mori, T., Hirakata, M., Imabayashi, E., et al. (2004). The neural network for the mirror system and mentalizingin normally developed children: An fMRI study.
NeuroReport, 15
(9), 1483 – 1487.
Onorato, R. S. & Turner, J. C. (2004). Fluidity in the self-concept: The shift from personal to social identity.
European Journal of Social
Psychological Science, 18
(10), 879 – 885.
Mussweiler, T., Rüter, K. & Epstude, K. (2004). The ups and downs of social comparison: Mechanisms of assimilation and contrast.
Journal of Personality & Social Psychology, 87
(6), 832 – 844.
Nash, A. & Grossi, G. (2007). Picking Barbie’s brain: Inherent sex differences in scientific ability?
Journal of Interdisciplinary Feminist Thought, 2
(1), Artikel 5.
Nash, A. & Krawczyk, R. (1994).
Boys’ and girls’ rooms revisited: The contents of boys’ and girls’ rooms in the 1990s
. Vortrag vor der Conference on Human Development. Pittsburgh, Pennsylvania.
Neuville, E. & Croizet, J.-C. (2007). Can salience of gender identity impair math performance among 7 – 8 years old girls? The moderating role of task difficulty.
European Journal of Psychology of Education, XXII
(3), 307 – 316.
Newcombe, N. S. (2007). Taking science seriously: Straight thinking about spatial sex differences. In Ceci/Williams 2007, 69 – 77.
Newman, M. L., Sellers, J. G. & Josephs, R. A. (2005). Testosterone, cognition, and social status.
Hormones and Behavior, 47
(2), 205 – 211.
Nguyen, H. H. & Ryan, A. M. (2008). Does stereotype threat affect test performance of minorities and women? A meta-analysis of experimental evidence.
Journal of Applied Psychology, 93
(6), 1314 – 1334.
Nordenström, A., Servin, A., Bohlin, G., Larsson, A. & Wedell, A. (2002). Sex-typed toy play behavior correlates with the degree of prenatal androgen exposure assessed by CYP21 genotype in girls with congenital adrenal hyperplasia.
Journal of Clinical Endocrinology and Metabolism, 87
(11), 5119 – 5124.
Norton, M. I., Vandello, J. A. & Darley, J. M. (2004). Casuistry and social category bias.
Journal of Personality & Social Psychology, 87
(6), 817 – 831.
Nosek, B. A. (2007a). Implicit-explicit relations.
Current Directions in Psychological Science, 16
(2), 65 – 69.
– (2007b). Understanding the individual implicitly and explicitly.
International Journal of Psychology, 42
(3), 184 – 188.
Nosek, B. A. & Hansen, J. (2008). The associations in our heads belong to us: Searching for attitudes and knowledge in implicit evaluation.
Cognition and Emotion, 22
(4), 553 – 594.
Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., et al. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes.
European Review of Social Psychology, 18
(1), 36 – 88.
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., et al. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement.
Proceedings of the National Academy of Sciences, 106
(26), 10593 – 10597.
Novell, C. (2004).
Disney princess: How to be a princess
. Camberwell, Victoria: Penguin.
Nowlan, M. (2. Oktober 2006). Women doctors, their ranks growing, transform medicine
. Boston Globe
, C1.
O’Boyle, M. W. (2005). Some current findings on brain characteristics of the mathematically gifted adolescent.
International Education Journal, 6
(2), 247 – 251.
O’Boyle, M. W., Cunnington, R., Silk, T. J., Vaughn, D., Jackson, G., Syngeniotis, A. & Egan, G. F. (2005). Mathematically gifted male adolescents activate a unique brain network during mental rotation.
Cognitive Brain Research, 25
(2), 583 – 587.
Oberman, L. M., Hubbard, E. M., McCleery, J. P., Altschuler, E. L., Ramachandran, V. S. & Pineda, J. A. (2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders.
Cognitive Brain Research, 24
, 190 – 198.
Ohnishi, T., Moriguchi, Y., Matsuda, H., Mori, T., Hirakata, M., Imabayashi, E., et al. (2004). The neural network for the mirror system and mentalizingin normally developed children: An fMRI study.
NeuroReport, 15
(9), 1483 – 1487.
Onorato, R. S. & Turner, J. C. (2004). Fluidity in the self-concept: The shift from personal to social identity.
European Journal of Social
Similar Books
