By Harriet Gross
Pregnancy offers a truly public, visible affirmation of femininity. it's a time of quick actual and mental adjustment for girls and is surrounded through stereotyping, taboos and social expectancies. This publication seeks to check those renowned attitudes in the direction of being pregnant and to think about how they impact women’s reports of being pregnant.
Sanctioning Pregnancy deals a different critique of sociocultural structures of being pregnant and the ways that it really is represented in modern tradition, and examines the typical myths which exist approximately nutrition, workout and paintings in being pregnant, along notions of probability and media portrayals of pregnant ladies. themes coated include:
- Do pregnant girls swap their nutrition and why?
- Is reminiscence relatively impaired in pregnancy?
- How dicy behaviour is outlined from workout to employment
- The biomedical domination of being pregnant research.
Different theoretical standpoints are severely tested, together with a medico-scientific version, feminist views and bio-psychosocial and psychodynamic approaches.
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Extra resources for Sanctioning pregnancy : a psychological perspective on the paradoxes and culture of research
Shetty and Pathak (2002) found decrements in memory in women in the second trimester compared with non-pregnant women. They also measured levels of epinephrine, norepinephrine and serotonin. Since levels of these hormones also dropped in the second trimester, they suggest that memory performance is linked. Taking a different approach, Vanston and Watson (2005) investigated cognitive performance in women from early pregnancy until after the birth. They found an effect of foetal sex whereby women pregnant with boys outperformed those pregnant with girls on dif®cult tasks requiring working memory and spatial ability.
In our study the strongest association was to whether the women reported experiencing Pre-Menstrual Syndrome (PMS). Women who reported PMS reported more cognitive problems both on the CFQ and in their diaries. This ®nding, that there is variation in report of cognitive problems related to non-pregnancy factors, has been shown in other studies. Using a rather dubious statistical procedure, which involved categorising women according to the number of problems they reported, Parsons and Redman (1991) found that complaints about poorer cognition were more common in women who were older and better educated.
They therefore attempted to replicate and extend this ®nding using more discriminating tasks, but still found no differences in either implicit or explicit memory between a group of 32 pregnant women and a matched group of 32 non-pregnant women. However, as in other studies we have reviewed above, the pregnant women reported their memory as being worse. Both Christensen et al. (1999) and McDowall and Moriarty (2000) criticised the tasks used by Brindle and his co-researchers to test implicit and explicit memory, and particularly proposed that their tests of implicit memory may allow some deliberate learning of material.
Sanctioning pregnancy : a psychological perspective on the paradoxes and culture of research by Harriet Gross