Martin C L, Eisenbud L, Rose H
Department of Family Resources and Human Development, Arizona State University, Tempe 85287-2502, USA.
Child Dev. 1995 Oct;66(5):1453-71.
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children (n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children (n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed.
这些研究的目的是调查学龄前儿童如何运用基于性别的推理来判断自己和他人对玩具的偏好。在研究1和研究2中，向儿童（n = 22，n = 71）展示不熟悉的、无性别特征的玩具，并要求他们对自己、其他女孩和其他男孩对每个玩具的喜爱程度进行评分。正如预期的那样，儿童做出了基于性别的推断：“我喜欢的，与我同性别的孩子也会喜欢，而异性别的孩子不会喜欢。”研究3旨在评估当给儿童提供性别标签时，他们如何运用基于性别的推理来对有吸引力和无吸引力的玩具做出决策。向儿童（n = 91）展示具有不同吸引力且带有明确性别标签（例如，“这是一个女孩非常喜欢的玩具”）或无标签的不熟悉玩具。由不同的实验者（以避免需求特征）让儿童对自己和他人对玩具的喜爱程度进行评分。儿童利用性别标签来指导自己的偏好以及对他人的期望。即使是非常有吸引力的玩具，如果被贴上是给异性的标签，儿童对其喜爱程度也会降低，并期望其他女孩和男孩也会如此。本文讨论了基于性别的推理在性别认知理论以及儿童游戏偏好方面所起的作用。
