TY - CHAP M1 - Book, Section TI - Chapter 90. Gender Identity and Sexual Behavior A1 - Zucker, Kenneth J. A2 - Rudolph, Colin D. A2 - Rudolph, Abraham M. A2 - Lister, George E. A2 - First, Lewis R. A2 - Gershon, Anne A. PY - 2011 T2 - Rudolph's Pediatrics, 22e AB - Gender identity has both a cognitive component and an affective component. There is now considerable evidence that by the age of 2 to 4 years, children have a rudimentary cognitive understanding of their gender identity. They are, for example, able to self-label as a boy or as a girl. Although it is normative for children in this age range to self-label correctly, a more sophisticated cognitive understanding of gender is lacking. A girl, for example, who can correctly self-label as a girl might readily declare that she will be a daddy (or even a giraffe) when she grows up. With cognitive maturity, however, children eventually master the notion that gender is an invariant part of the self. Coinciding with a cognitive-developmental understanding of gender, there is a corresponding affective pride in gender identity self-labeling in that children appear to value themselves as being a boy or being a girl, and there is a tendency to overvalue other members of one’s sex and devalue members of the other sex—a type of “in-group vs out-group bias.”1,2 SN - PB - The McGraw-Hill Companies CY - New York, NY Y2 - 2024/03/28 UR - accesspediatrics.mhmedical.com/content.aspx?aid=6738771 ER -