Isabelle Littman’s research while affiliated with University of Oregon and other places

Children who had been observed in preschool when 3 yr. old using an observation schedule (Fagot & Patterson, 1969) consisting of 28 play behaviors were assigned interest scores on the basis of percent of time spent in the various activities. Masculinity scores were then computed on the basis of percentage of significantly preferred sex-typed behaviors. Several years later when one group was approximately 6 yr. old and the other group was approximately 10 yr. old, these same children were given the Children's Embedded-figures Test and rated by their own teachers on intellectual performance. Sex differences were present in the Embedded-figures Test with boys making fewer errors, but only on one variable, music, was there a significant teachers' rating. The relationship of preschool interest patterns to elementary school academic achievement and projected career choices suggested that the play choices in preschool have different meanings for boys and girls and therefore different consequences for later achievement.

Thirty-six children who had participated in two separate preschool studies of play interests were given an interest questionnaire when in elementary school. Sex differences in interests were studied with both age groups, with both sexes showing more varied interests in elementary school than they had in preschool. There was a significant correlation between preschool and elementary school masculinity-feminity scores for boys but not for girls. The implications of the broadening of interest patterns for both sexes and the lack of significant sex role correlations for girls were discussed in terms of changing sex role standards.