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

Developmental Science
Rainer BanseJ Bruce Morton

Abstract

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.

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Citations

Sep 26, 2012·Child Development·Cari Gillen-O' Neel, Andrew Fuligni
Mar 29, 2014·Child Development·Jennifer L Rennels, Judith H Langlois
Apr 29, 2015·Journal of Experimental Child Psychology·Jennifer L Rennels, Judith H Langlois
Aug 29, 2013·Journal of Personality Assessment·Stefan StiegerMartin Voracek
Jun 11, 2019·Perspectives on Psychological Science : a Journal of the Association for Psychological Science·Bertram Gawronski
Oct 7, 2015·Frontiers in Psychology·Anna Siyanova-ChanturiaCristina Cacciari
May 12, 2020·Frontiers in Psychology·Irene Solbes-CanalesPablo Herranz-Hernández
Oct 10, 2020·Attachment & Human Development·Valeda Dent, Geoff Goodman

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