Literaturnachweis - Detailanzeige
| Autor/inn/en | Levy, Gary D.; Carter, D. Bruce |
|---|---|
| Titel | Gender Schemas and Discrimination Learning: A New Twist on an Old Paradigm. |
| Quelle | (1989), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Attention; Discrimination Learning; Preschool Children; Preschool Education; Sex Role; Shift Studies |
| Abstract | This study focused on the influence of gender schemas on children's abilities to focus their attention away from or toward stimuli containing the dimension of gender. Children identified as gender schematic and aschematic participated in a nonreversal discrimination learning paradigm in which one relevant dimension was gender-relevant and another was gender-irrelevant. Subjects were 67 children of 3 to 9 years of age. Children participated in a nonreversal concept learning task and a schematic processing task that resulted in two indices of gender schematic processing: facilitated and inhibited choices. Findings support predictions of gender schema theory regarding differences between the salience of gender for gender schematic and aschematic children. Gender schematic children found it difficult to refocus their attention away from a previously rewarded, gender-relevant dimension to a subsequently rewarded nongender-relevant dimension, but easily made a dimensional transition from a nongender-relevant dimension to one that was gender-relevant. Gender aschematic children's abilities to refocus their attention from one stimulus dimension to another appeared to be uninfluenced by the gender-relevance of the dimension. Children's abilities to refocus their attention to a new stimulus dimension differed as a function of their gender schematicity and the type of dimensional shift required. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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