Attempting to identify individual differences in the way children tend to enact a variety of attachmentrelated scenarios, the Attachment Story Completion Task (Bretherton, Ridgeway, & Cassidy, 1990) has been used in various cultures, both with normative and clinical samples, being considered a key narrative methodology in the field. Yet, a controversial question regarding its use is the fact that some studies unexpectedly report gender differences. Attachment Theory does not consider gender a relevant variable in the organization (quality) of attachment relationships. Gender is also not relevant when mental representations regarding such relationships are considered. Two hundred fifty two pre-schoolers (M=62; DP=15.1) participated in this study. Children's narratives were coded according to a continuous security scale, and no correlation was found with Verbal I.Q. Gender differences were found [F(1.253)=11.8, p
CITATION STYLE
Maia, J., Veríssimo, M., Ferreira, B., Silva, F., & Antunes, M. (2012). Singularidades de género nas representações de vinculação durante o período pré-escolar. Psicologia: Reflexao e Critica, 25(3), 491–498. https://doi.org/10.1590/S0102-79722012000300008
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