The literature on children's acquisition of sex-typed knowledge, preference, and behavior is reviewed, and a matrix of sex-typing constructs and sex-typed content areas is offered. Two major themes are discussed. The first theme concerns the importance of activities, interests, and peer associations in the early acquisition of sex-typing constructs. It is argued that children learn sex-typed play activities, occupational stereotypes, family roles, and interests earlier than they learn about sex-typed personality traits and social behaviors. It is further suggested that while the latter have been emphasized as the core of sex typing, more attention should be paid to activities and interests and to sex segregation of peer groups. The second theme concerns the importance of cognitions and concepts about sex typing in the process of learning about gender. It is argued that, contrary to a premise of cognitive developmental theory, identifying cognitions and concepts about sex typing is not in itself sufficient for understanding the process of sex typing or for generating interventions. The suggestion is made that many people have been too quick to assume that changes in cognitions produce changes in identity, preferences, and behavior. In conclusion, researchers are urged to take the multidimensionality of sex typing seriously and to include multiple measures of multiple constructs and/or content areas in their studies. (Author/RH)