Leibniz-Institute for Educational Trajectories, Bamberg, Germany.
Department of Psychology IV, Julius-Maximilians-University Würzburg, Germany.
Br J Dev Psychol. 2020 Sep;38(3):363-390. doi: 10.1111/bjdp.12323. Epub 2020 Feb 13.
Social-cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3- to 6-year-old preschoolers were read stories with either a gendered protagonist embedded within a non-gendered context, or a non-gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist's gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words.
社会认知理论认为，儿童通过性别相关信息学习性别刻板印象。本研究旨在探讨当未知单词与性别化主角或语境信息相关联时，儿童是否会从故事中学习新的性别刻板印象。在实验 1 中，40 名 3 至 6 岁的学龄前儿童阅读了故事，其中主角嵌入在非性别化的语境中，或者非性别化的主角嵌入在性别化的语境中。在实验 2 中，同一组儿童阅读了主角和语境显示一致或不一致的性别信息的故事。每个故事都有一个与刻板内容相关的未知活动。两个实验都表明，儿童根据语境和主角的性别对活动进行评价；然而，后者的影响更大。此外，如果主角的性别与自己的性别相匹配，儿童对未知活动的兴趣更高。因此，故事中的性别信息影响儿童对未知单词的感知。
