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Gavin N. Rackoff Daniel W. Lagoni Mia F. Shoshany Nasreen A. Moursi Laura Hennefield 《The British journal of developmental psychology》2022,40(1):170-186
By roughly 6 years of age, children acquire the stereotype that men are more competent than women in science, technology, engineering, and mathematics (STEM), potentially leading to greater trust in scientific information provided by men. This study tested whether 3- to 8-year-old children differentially endorsed conflicting information about science and toys presented by male and female informants depicted as a ‘man’ and ‘woman’ (Exp1) or ‘scientists’ (Exp2). Children were expected to endorse toy testimony from gender-matched informants; thus, the key question concerned endorsement of science testimony. In Exp1 (N = 149), boys and girls showed a same-gender informant preference for toy testimony; however, girls endorsed the male informant's testimony more for science than for toys – but only when tested by a male experimenter. In Exp2 (N = 264), boys and girls showed a same-gender preference, irrespective of content. Findings suggest that STEM-related gender stereotypes might lead girls to trust scientific information presented by men over women in certain contexts. 相似文献
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A time-sharing paradigm was used to study potential interference effects of concurrent successive-auditory/vocal, successive-visual/motor, simultaneous-auditory/vocal, and simultaneous-visual/motor tasks on right- and left-handed manual-motor behaviors of differential levels of difficulty. Participants were selected from each of three developmental levels from 9 through 20 years of age. Results suggested that processing style (i.e., successive or simultaneous) interacts with modality (i.e., auditory/vocal or visual/motor) in terms of lateralized interference effects; however, potential effects due to age level were obfuscated by differential concurrent-task difficulties. 相似文献
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Using both cross-sectional and longitudinal data spanning a decade, this article analyzes how dietary behavior of household children and adults (N = 576 households) was affected by the Stanford Five-City Project (FCP). Tests of a three-part, cumulative model of bidirectional influences within the family, which conceptualizes household members as sources of influence on each other and subject to influence by an external agent, were supported. Children and adults were influenced by both each other and the FCP campaign in changing and maintaining health behaviors. This article demonstrates that public health campaigns can be made more effective if they conceptualize both children and adults as potential sources of influence. The long-term effectiveness of such efforts can be enhanced by encouraging families, as opposed to individuals, to change health behaviors. 相似文献
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S Sipe R W Engle 《Journal of experimental psychology. Learning, memory, and cognition》1986,12(3):402-412
Four experiments were conducted to determine whether echoic memory plays a role in differences between good and poor readers. The first two experiments used a suffix procedure in which the subject is read a list of digits with either a tone control or the word go appended to the list. For lists that exceeded the length of the subjects memory span by one digit (i.e., that avoided ceiling effects), the poor readers showed a larger decrement in the suffix condition than did the good readers. The third experiment was directed at the question of whether the duration of echoic memory is different for good and poor readers. Children shadowed words presented to one ear at a rate determined to give 75-85% shadowing accuracy. The items presented to the nonattended ear were words and an occasional digit. At various intervals after the presentation of the digit, a light signaled that the subject was to cease shadowing and attempt to recall any digit that had occurred in the nonattended ear recently. Whereas good and poor readers recalled the digit equally if tested immediately after presentation, the poor readers showed a faster decline in recall of the digit as retention interval increased. A fourth experiment was conducted to determine whether the differences in echoic memory were specific to speech stimuli or occurred at a more basic level of aural persistence. Bursts of white noise were separated by 9-400 ms of silence and the subject was to say whether there were one or two sounds presented. There were no differences in detectability functions for good and poor readers. 相似文献
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