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When preadolescents were given different types of play materials and told to construct an imaginary scene, boys used more blocks and vehicles; girls more furniture and family figures (69, 1951). Boys usually build outdoor scenes and girls house interiors (39, 1951). During adolescence boys and girls are in closer agreement as to preferred forms of of their dependence on their parents, they may become too subservient to their peer group—in a world apart.
This assumption instructs participants in a socia] setting to take for granted the interchangabiliry of their standpoints. In any scene of interaction between two members of the society A assumes that B perceives the scene in the same way as he does and also assumes that B assumes it also. In addition there is an accompanying assumption that both can 'for all practical purposes' and 'until further notice' disregard any differences in their personal ways of assigning meaning and judging relevance. In short, the competent member assumes that any other member would see the scene as he does, assumes everyone else assumes this also, and assumes that they assume he assumes it.
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