Martin C L, Wood C H, Little J K
Department of Family Resources and Human Development, Arizona State University, Tempe 85287-2502.
Child Dev. 1990 Dec;61(6):1891-904.
Developmental research has been limited by a narrow concept of stereotypes. A more complex model is presented, and developmental changes in gender stereotypes were investigated using the new model. In 2 studies, children were told about several sex-unspecified children, each described as having 1 masculine or 1 feminine characteristic. The children then predicted the likelihood of each story child having other masculine and feminine characteristics. In Study 1, 56 children (4-6 years) were told about target children who liked either a masculine or feminine toy, and then children predicted the targets' interests in other toys. In Study 2, 76 older children (6, 8, 10 years) were told about target children with a masculine or feminine characteristic from 1 of 4 categories (appearance, personality, occupations, toys), and then they predicted the likelihood of targets having other masculine and feminine characteristics from the same and from different categories as the cue. 2 developmental trends emerged: (a) children appear first to learn associations among characteristics relevant to their own sex and, later, to learn them for the other sex, and (b) older children's stereotypic judgments are more extreme than those of younger children. The implications of these results for the development of stereotypes, assessing gender knowledge, and understanding social judgments are discussed.
发展性研究一直受到刻板印象狭隘概念的限制。本文提出了一个更复杂的模型，并使用该新模型对性别刻板印象的发展变化进行了研究。在两项研究中，研究人员向孩子们讲述了几个未明确性别的孩子，每个孩子都被描述为具有一种男性或女性特征。然后，孩子们预测每个故事中的孩子拥有其他男性和女性特征的可能性。在研究1中，研究人员向56名儿童（4至6岁）讲述了喜欢男性或女性玩具的目标儿童，然后让孩子们预测目标儿童对其他玩具的兴趣。在研究2中，研究人员向76名年龄较大的儿童（6岁、8岁、10岁）讲述了具有来自4个类别（外貌、性格、职业、玩具）之一的男性或女性特征的目标儿童，然后让他们预测目标儿童具有与线索相同类别和不同类别中其他男性和女性特征的可能性。出现了两种发展趋势：（a）儿童似乎首先学习与其自身性别相关特征之间的关联，随后学习另一性别的此类关联；（b）年龄较大儿童的刻板判断比年龄较小儿童的更为极端。本文讨论了这些结果对刻板印象发展、评估性别知识以及理解社会判断的意义。
