The development of spontaneous gender stereotyping in childhood: relations to stereotype knowledge and stereotype flexibility

被引：73

作者：

Banse, Rainer ^{[1
]}

Gawronski, Bertram ^{[2
]}

Rebetez, Christine ^{[3
]}

Gutt, Helene ^{[4
]}

Morton, J. Bruce ^{[2
]}

机构：

[1] Univ Bonn, Dept Psychol, D-53111 Bonn, Germany

[2] Univ Western Ontario, Dept Psychol, London, ON, Canada

[3] Univ York, Dept Psychol, York YO10 5DD, N Yorkshire, England

[4] Univ Libre Bruxelles, Fac Sci Psychol & Educ, Brussels, Belgium

来源：

DEVELOPMENTAL SCIENCE | 2010年 / 13卷 / 02期

关键词：

IMPLICIT ASSOCIATION TEST; SEX-ROLE DEVELOPMENT; CHILDREN; PRESCHOOLERS; ATTITUDES; COGNITION; BEHAVIOR; MODEL; TASK; PLAY;

D O I：

10.1111/j.1467-7687.2009.00880.x

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The development of spontaneous gender stereotyping in children was investigated using the newly developed Action Interference Paradigm (AIP). This task consists of assigning gender-stereotypical toys as quickly as possible to boys and girls in either a stereotype-congruent or a stereotype-incongruent manner. A pilot study with 38 children (mean age 5.1 years) provided evidence for spontaneous gender stereotyping in the AIP, which was reflected in higher latencies for stereotype-incongruent compared with stereotype-congruent toy assignments. The main study, with 66 children (aged 5, 8 and 11 years), compared the development of spontaneous stereotyping with established measures of stereotype flexibility and stereotype knowledge. Stereotype flexibility showed a strong increase from age 5 to 11. In contrast, stereotype knowledge and spontaneous stereotyping remained stable at high levels. The results provide evidence for a dissociation between stereotype flexibility and spontaneous stereotyping, suggesting that spontaneous stereotyping may be more closely related to stereotype knowledge than to stereotype flexibility.

引用

页码：298 / 306

页数：9

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