Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive‐based Intervention
Identifieur interne : 000D71 ( Main/Exploration ); précédent : 000D70; suivant : 000D72Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive‐based Intervention
Auteurs : Rebecca S. Bigler [États-Unis] ; Lynn S. Liben [États-Unis]Source :
- Child Development [ 0009-3920 ] ; 1992-12.
Abstract
The study was designed to test the hypothesis derived from cognitive‐developmental theory that multiple classification skill plays an important role in children's gender stereotyping and in their processing of counterstereotypic gender information. Children (N= 75; 5‐10 years) were matched on pretest measures of gender stereotyping and multiple classification skill and then assigned to: (1) multiple classification training using nonsocial stimuli, (2) multiple classification training using social stimuli, (3) a rule training intervention, or (4) a control intervention. Children who had acquired multiple classification skill via training with social stimuli and those children trained on rules for occupational sorting showed significantly more egalitarian responding on a subsequent measure of gender stereotyping and superior memory for counterstereotypic information embedded in stories. Additionally, children who had acquired multiple classification skill via training with nonsocial stimuli showed superior memory for counterstereotypic information, despite demonstrating no greater flexibility on the gender stereotyping measure. Both theoretical and educational implications of results are discussed.
Url:
DOI: 10.1111/j.1467-8624.1992.tb01700.x
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive‐based Intervention</title><author><name sortKey="Bigler, Rebecca S" sort="Bigler, Rebecca S" uniqKey="Bigler R" first="Rebecca S." last="Bigler">Rebecca S. Bigler</name></author><author><name sortKey="Liben, Lynn S" sort="Liben, Lynn S" uniqKey="Liben L" first="Lynn S." last="Liben">Lynn S. Liben</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:CF409BAE394E94B41B67D0A968AA86B0D47DE0C1</idno><date when="1992" year="1992">1992</date><idno type="doi">10.1111/j.1467-8624.1992.tb01700.x</idno><idno type="url">https://api.istex.fr/document/CF409BAE394E94B41B67D0A968AA86B0D47DE0C1/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">000934</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="ISTEX">000934</idno><idno type="wicri:Area/Main/Curation">000934</idno><idno type="wicri:Area/Main/Exploration">000D71</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Exploration">000D71</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive‐based Intervention</title><author><name sortKey="Bigler, Rebecca S" sort="Bigler, Rebecca S" uniqKey="Bigler R" first="Rebecca S." last="Bigler">Rebecca S. Bigler</name><affiliation wicri:level="4"><country>États-Unis</country><placeName><settlement type="city">University Park (Pennsylvanie)</settlement><region type="state">Pennsylvanie</region></placeName><orgName type="university">Université d'État de Pennsylvanie</orgName></affiliation></author><author><name sortKey="Liben, Lynn S" sort="Liben, Lynn S" uniqKey="Liben L" first="Lynn S." last="Liben">Lynn S. Liben</name><affiliation wicri:level="4"><country>États-Unis</country><placeName><settlement type="city">University Park (Pennsylvanie)</settlement><region type="state">Pennsylvanie</region></placeName><orgName type="university">Université d'État de Pennsylvanie</orgName></affiliation></author></analytic><monogr></monogr><series><title level="j">Child Development</title><idno type="ISSN">0009-3920</idno><idno type="eISSN">1467-8624</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="1992-12">1992-12</date><biblScope unit="vol">63</biblScope><biblScope unit="issue">6</biblScope><biblScope unit="page" from="1351">1351</biblScope><biblScope unit="page" to="1363">1363</biblScope></imprint><idno type="ISSN">0009-3920</idno></series><idno type="istex">CF409BAE394E94B41B67D0A968AA86B0D47DE0C1</idno><idno type="DOI">10.1111/j.1467-8624.1992.tb01700.x</idno><idno type="ArticleID">CDEV1351</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0009-3920</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The study was designed to test the hypothesis derived from cognitive‐developmental theory that multiple classification skill plays an important role in children's gender stereotyping and in their processing of counterstereotypic gender information. Children (N= 75; 5‐10 years) were matched on pretest measures of gender stereotyping and multiple classification skill and then assigned to: (1) multiple classification training using nonsocial stimuli, (2) multiple classification training using social stimuli, (3) a rule training intervention, or (4) a control intervention. Children who had acquired multiple classification skill via training with social stimuli and those children trained on rules for occupational sorting showed significantly more egalitarian responding on a subsequent measure of gender stereotyping and superior memory for counterstereotypic information embedded in stories. Additionally, children who had acquired multiple classification skill via training with nonsocial stimuli showed superior memory for counterstereotypic information, despite demonstrating no greater flexibility on the gender stereotyping measure. Both theoretical and educational implications of results are discussed.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Pennsylvanie</li></region><settlement><li>University Park (Pennsylvanie)</li></settlement><orgName><li>Université d'État de Pennsylvanie</li></orgName></list><tree><country name="États-Unis"><region name="Pennsylvanie"><name sortKey="Bigler, Rebecca S" sort="Bigler, Rebecca S" uniqKey="Bigler R" first="Rebecca S." last="Bigler">Rebecca S. Bigler</name></region><name sortKey="Liben, Lynn S" sort="Liben, Lynn S" uniqKey="Liben L" first="Lynn S." last="Liben">Lynn S. Liben</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Wicri/explor/CircusV2/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000D71 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000D71 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Wicri
|area= CircusV2
|flux= Main
|étape= Exploration
|type= RBID
|clé= ISTEX:CF409BAE394E94B41B67D0A968AA86B0D47DE0C1
|texte= Cognitive Mechanisms in Children's Gender Stereotyping: Theoretical and Educational Implications of a Cognitive‐based Intervention
}}
| This area was generated with Dilib version V0.6.31. |  |