Sex Identity in London Children: Memory, Knowledge, and Preference Tests

Nadelman, Lorraine

doi:10.1159/000270879

Cited by 17 publications

(11 citation statements)

References 3 publications

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“…Traditional pictures have either men in masculine activities or women in feminine activities, nontraditional pictures have either men in feminine activities or women in masculine activities, and neutral pictures have men or women in neutral activities. A few other researchers have used pictures of toys or other objects that are either judged masculine or feminine (for example, Nadelman, 1970).…”

Section: Individual Differencesmentioning

confidence: 99%

“…The argument presented earlier that the knowledge measures are not appropriate indicators of individual differences after the preschool years is supported by the few studies in which children's gender-stereotyped knowledge scores were compared to their memories for gender-related pictures. For example, Nadelman's ( 1970Nadelman's ( , 1974 kindergartners and third-graders showed such good performances on the knowledge measure that no relation with individual children's memories for masculine and feminine objects was possible. Similarly, Cann and Newbern's (1984) measure, which combined scores from the SRP and the SRD, and thus had a large knowledge component, also showed ceiling effects.…”

Section: Individual Differencesmentioning

confidence: 99%

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Gender schemata: Individual differences and context effects

Signorella

1987

New Directions for Child and Adolescent Development

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Alt hough individual differences have often been ignored, children do differ in the stereotyping of their gender identities and attitudes (gender schemata). For example, children with traditionally stereotyped gender schemata process information about gender differently from children who have less stereotyped schemata. Gender Schemata: Individual Differences and Context Effects Margaret L. SignorellaA child looks at a picture of a woman mowing the lawn and is puzzled.Finally, the child says hesitantly, "I guess it's a man mowing." Another child correctly identifies the person mowing as a woman, but when asked to recall the picture, says that it was a man mowing. A third child remembers the woman mowing, as well as pictures of a male firefighter and female nurse, but cannot remember any of the men who were performing traditionally feminine activities.When children look at pictures or read stories with gender-stereotyped and nonstereotyped characters, their errors in identification and memory are, on the average, toward traditional gender roles (see Stangor and Ruble, this volume). These biases, sometimes referred to as genderschematic pocessing (Bem, 1981), are presumed to result from the organization of children's gender schemata. Gender schemata are the cognitive structures that contain both children's knowledge about and attitudes

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Section: Individual Differencesmentioning

confidence: 99%

Section: Individual Differencesmentioning

confidence: 99%

Gender schemata: Individual differences and context effects

Signorella

1987

New Directions for Child and Adolescent Development

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“…It would be of interest to know how soon one acquires this capacity to "resolve" seemingly conflicting information in favor of meaning as opposed to structure. Nadelman (1970) has shown that both boys and girls have "high knowledge" of sex-typing by five years of age. For this reason, it was this age group that we decided to compare with adults.…”

mentioning

confidence: 99%

A CROSS‐CULTURAL STUDY OF SYMBOLIC MEANING–DEVELOPMENTAL ASPECTS¹

Guiora

Sagi

1978

Language Learning

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Twenty three Israeli kindergarteners and sixteen Israeli college students were tested on a variant of the Semantic Differential Test developed by Guiora (1976) to test the hypothesis that young Israeli children, like adults, are not influenced by the prevalence of grammatical gender in the language but ascribe sexual meanings to the test words based on their assumed connotative values. The results bore out the original hypothesis, suggesting that whatever the cognitive processes are that underlie the development of the capacity to resolve seemingly conflicting information in favor of the more salient feature, e.g. meaning, they seem to be in place by the time the child reaches five years of age.

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“…Thus, the Hort et al (1991) and Martin and Halverson (1983) studies do not allow a fair examination of how changes in gender-role preferences relate to changes in memory for gender-related material. In other research, Nadelman (1970Nadelman ( , 1974 found that children with highly stereotyped gender-role preferences remembered information typical of stereotyped gender roles better than atypical information. In addition.…”

Section: Discussionmentioning

confidence: 90%

“…In previous research, the affective component of gender-schematic processing has been slighted in favor of cognitive components. A few researchers have examined the relation between stereotyped preferences and memory, with mixed results (Kropp & Halverson, 1983;Martin & Halverson, 1983;Nadelman, 1970Nadelman, , 1974Stangor & Ruble, 1989). A goal of the present research was to clarify the relation between stereotyped preferences and memory.…”

Section: The Role Of Stereotyped Preferencesmentioning

confidence: 89%

Gender-Schema Development and Children's Constructive Story Memory: Evidence for a Developmental Model

Welch-Ross¹,

Schmidt²

1996

Child Development

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The objectives of the present research were to (a) provide a developmental model based on script research for describing how changes in memory for gender-related information are related to changes in gender-role stereotypes, (b) examine developmental differences in the effect of stereotype manipulations on the construction of new memories, and (c) examine the relation between stereotyped activity preferences and memory for gender-related information. 4-, 6-, and 8-year-olds listened to a story in which characters performed behaviors typical and atypical of gender-role stereotypes. An introduction preceded the story in which story characters' activities and preferences were described as either consistent or inconsistent with gender-role stereotypes. Dependent variables were the percentage of typical and atypical story items correctly recognized and the percentage of false alarms made for new items. Gender-role knowledge, stereotyped preferences, and gender-role flexibility were assessed. Results for false alarms, but not hit rates, supported the hypotheses of the model: (a) 6-year-olds falsely recognized typical distractors more than atypical distractors (this effect was nonsignificant for 4- and 8-year-olds), (b) false alarms for atypical distractors decreased between ages 4 and 6, and (c) false alarms for typical distractors decreased between ages 6 and 8. Contrary to expectation, stereotype manipulation effects did not interact with age, but were influenced by gender. Stereotyped preferences were strongly related to memory for gender-related information for both males and females. Results are discussed in terms of developmental and individual differences in gender-schema strength and composition.

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Sex Identity in London Children: Memory, Knowledge, and Preference Tests

Cited by 17 publications

References 3 publications

Gender schemata: Individual differences and context effects

Gender schemata: Individual differences and context effects

A CROSS‐CULTURAL STUDY OF SYMBOLIC MEANING–DEVELOPMENTAL ASPECTS¹

Gender-Schema Development and Children's Constructive Story Memory: Evidence for a Developmental Model

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Sex Identity in London Children: Memory, Knowledge, and Preference Tests

Cited by 17 publications

References 3 publications

Gender schemata: Individual differences and context effects

Gender schemata: Individual differences and context effects

A CROSS‐CULTURAL STUDY OF SYMBOLIC MEANING–DEVELOPMENTAL ASPECTS1

Gender-Schema Development and Children's Constructive Story Memory: Evidence for a Developmental Model

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A CROSS‐CULTURAL STUDY OF SYMBOLIC MEANING–DEVELOPMENTAL ASPECTS¹