Переведите пожалуста кусок текста на руский язык! (переводчиком пользовалась - не помогло)

To the extent that cognitive-developmental psychologists address this question at all, they seem to emphasize the perceptual salience to the child of the observable differenes between the sexes, particularly biologically produced differences such as size and strength(e.g., Kohlberg, 1966; Lewis & Brooks-Gunn, 1979; Lillian, 1981).
The implicit assumption here that sex differences are naturally and inevitably more perceptually salient to children than other differ¬ences may not have cross-cultural validity. Although it may be true that our culture does not construct any distinctions between people that we perceive to be as compelling as sex, other cultures do con-struct such distinctions, for example, distinctions between those who are high caste and those who are low caste, between those who are inhabited by spirits and those who are not, between those who are divine and those who are mortal, between those who are wet and those who are dry, or between those who are open and those who are closed (e.g., Meigs, 1976; Moore, 1976). Given such cross-cultural diversity, it is ironic that a theory emphasizing the child's active striv¬ing to comprehend the social world should not be more open to the possibility that some distinction other than sex might be more percep¬tually salient in another cultural context. What appears to have hap¬pened is that the universality and inevitability that the theory claims for the child's cognitive processes have been implicitly and gra-tuitously transferred to one of the many substantive domains upon which those processes operate: the domain of gender.
This is not to say, of course, that cognitive-developmental theory is necessarily wrong in its implicit assumption that all children have a built-in readiness to organize their perceptions of the social world on the basis of sex. Perhaps evolution has given sex a biologically based priority over many other categories. The important point, however, is that the question of whether and why sex has cognitive primacy is extratheoretical for cognitive-developmental theory. To understand why children become sex typed rather than, say, race or caste typed, we still need a theory that explicitly addresses the question of how and why children come to utilize sex in particular as a cognitive orga¬nizing principle.

Текст из статьи про гендер.