Koblinsky S G, Cruse D F, Sugawara A I
Child Dev. 1978 Jun;49(2):452-8.
This investigation examined children's memory for stereotypic and reverse-stereotypic sex role content in their reading material. In experiment 1, lists of traits and behaviors deemed typical of boys and girls were obtained from 2 classrooms of fifth-grade students. 4 experimental stories were developed from these lists of stereotypic items, each depicting a male and female character who exhibited an equal number of masculine and feminine characteristics. In experiment 2, 24 fifth-grade students of each sex read 2 experimental stories and were administered a choice-recognition test. Results revealed that both sexes remembered more of the masculine sex typed characteristics of male characters and more of the feminine sex-typed characteristics of female characters. Moreover, the subjects were less proficient in remembering trait than behavioral descriptions and were particularly unlikely to remember the feminine traits of male characters. On the basis of these findings, it was speculated that children use the sex role stereotype as an organizational framework in reading comprehension. Possible implications of this research for children's reading programs were discussed.
这项调查研究了儿童在阅读材料中对刻板印象和反向刻板印象的性别角色内容的记忆。在实验1中，从两个五年级学生班级获取了被认为是男孩和女孩典型特征的特质和行为列表。从这些刻板印象项目列表中编写了4个实验故事，每个故事描绘了一个男性和一个女性角色，他们表现出相同数量的男性化和女性化特征。在实验2中，24名五年级男生和24名五年级女生阅读了2个实验故事，并接受了选择识别测试。结果显示，两性都更多地记住了男性角色的男性化性别特征和女性角色的女性化性别特征。此外，受试者对特质描述的记忆不如对行为描述的记忆熟练，并且尤其不太可能记住男性角色的女性特质。基于这些发现，推测儿童在阅读理解中使用性别角色刻板印象作为一种组织框架。讨论了这项研究对儿童阅读项目可能产生的影响。
