Condry J C, Ross D F
Child Dev. 1985 Feb;56(1):225-33.
To investigate the influence of gender label on adults' perceptions of aggression in children, a videotape of 2 preschool children playing roughly in the snow was shown to 175 college students (139 females, 36 males) who were asked to judge the degree of aggression displayed by 1 of the children (the target child). In the videotape, the children's snowsuits disguised their actual gender, and 4 experimental conditions were created by varying the gender label of both the target and the other (nonrated) child. Hence, the 4 conditions consisted of all possible combinations of gender; boy-boy, boy-girl, girl-boy, and girl-girl. All subjects viewed the same film; only the gender labels used to describe the children varied. Subjects' aggression ratings of the target child varied significantly as a function of the gender label attributed to both the target and the nonrated child. Specifically, the boy-boy condition was rated as significantly less aggressive than the other 3 conditions, which did not differ in level of perceived aggression. This effect was particularly strong among subjects with more experience with children. The results have interesting implications for understanding the process of social category perception.
为了研究性别标签对成年人对儿童攻击行为认知的影响，向175名大学生（139名女性，36名男性）播放了一段两名学龄前儿童在雪中打闹的录像带，要求他们判断其中一名儿童（目标儿童）表现出的攻击程度。在录像带中，孩子们的雪地服掩盖了他们的真实性别，通过改变目标儿童和另一名（未被评级的）儿童的性别标签，创造了4种实验条件。因此，这4种条件包括了性别的所有可能组合：男-男、男-女、女-男和女-女。所有受试者观看的是同一部影片；只是用来描述儿童的性别标签有所不同。受试者对目标儿童的攻击行为评分因赋予目标儿童和未被评级儿童的性别标签不同而有显著差异。具体来说，男-男条件下的评分显著低于其他3种条件，而其他3种条件在感知到的攻击程度上没有差异。这种效应在与儿童接触较多的受试者中尤为明显。这些结果对于理解社会类别认知过程具有有趣的启示。
