Theory of Mind Is Related to Children's Resource Allocations in Gender Stereotypic Contexts

Autor/inn/en	Rizzo, Michael T.; Killen, Melanie
Titel	Theory of Mind Is Related to Children's Resource Allocations in Gender Stereotypic Contexts
Quelle	In: Developmental Psychology, 54 (2018) 3, S.510-520 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000439
Schlagwörter	Theory of Mind; Sex Stereotypes; Preschool Children; Resource Allocation; Vignettes; Prediction; Measures (Individuals); Role; Cognitive Ability; Interviews; Statistical Analysis; Expectation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ressourcenallokation; Vorhersage; Messdaten; Rollen; Denkfähigkeit; Interviewing; Interviewtechnik; Statistische Analyse; Expectancy; Erwartung
Abstract	The present study investigated the relations between 4- to 6-year-old children's (N = 67) gender stereotypes, resource allocations, and mental state knowledge in gender-stereotypic contexts. Participants were told vignettes about female and male characters completing gender-stereotyped activities (making dolls or trucks). Children held stereotypic expectations regarding doll- and truck-making abilities, and these expectations predicted the degree of bias in their allocations of resources to the characters. Critically, children's performance on a Theory of Mind (ToM) Scale (Diverse Desires [DD], Contents False-Belief [FB], Belief-Emotion [BE]) was significantly related to their allocations of resources to individuals whose effort did not fit existing gender stereotypes (e.g., a boy who was good at making dolls). With increasing ToM competence, children allocated resources based on merit (even when the character's effort did not fit existing gender stereotypes) rather than based on stereotypes. The present results provide novel information regarding the emergence of gender stereotypes about abilities, the influence of stereotypes on children's resource allocations, and the role of ToM in children's ability to challenge gender stereotypes when allocating resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01