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Wolfgang Huber 《The Ecumenical review》1995,47(3):252-262
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Catching up with wonderful women: The women‐are‐wonderful effect is smaller in more gender egalitarian societies 下载免费PDF全文
Kuba Krys Colin A. Capaldi Wijnand van Tilburg Ottmar V. Lipp Michael Harris Bond C.‐Melanie Vauclair L. Sam S. Manickam Alejandra Domínguez‐Espinosa Claudio Torres Vivian Miu‐Chi Lun Julien Teyssier Lynden K. Miles Karolina Hansen Joonha Park Wolfgang Wagner Angela Arriola Yu Cai Xing Ryan Wise Chien‐Ru Sun Razi Sultan Siddiqui Radwa Salem Muhammad Rizwan Vassilis Pavlopoulos Martin Nader Fridanna Maricchiolo María Malbran Gwatirera Javangwe İdil Işık David O. Igbokwe Taekyun Hur Arif Hassan Ana Gonzalez Márta Fülöp Patrick Denoux Enila Cenko Ana Chkhaidze Eleonora Shmeleva Radka Antalíková Ramadan A. Ahmed 《International journal of psychology》2018,53(Z1):21-26
Inequalities between men and women are common and well‐documented. Objective indexes show that men are better positioned than women in societal hierarchies—there is no single country in the world without a gender gap. In contrast, researchers have found that the women‐are‐wonderful effect—that women are evaluated more positively than men overall—is also common. Cross‐cultural studies on gender equality reveal that the more gender egalitarian the society is, the less prevalent explicit gender stereotypes are. Yet, because self‐reported gender stereotypes may differ from implicit attitudes towards each gender, we reanalysed data collected across 44 cultures, and (a) confirmed that societal gender egalitarianism reduces the women‐are‐wonderful effect when it is measured more implicitly (i.e. rating the personality of men and women presented in images) and (b) documented that the social perception of men benefits more from gender egalitarianism than that of women. 相似文献
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Stefanie Frahsek Wolfgang Mack Christina Mack Charlotte Pfalz‐Blezinger Monika Knopf 《The British journal of developmental psychology》2010,28(2):331-345
The present study suggests a method with which to assess the interrelations between different types of pretend play. In contrast to standard methods in this area, the various types of pretend play were measured within an interactive play scenario. The pretend play tasks were included in a semi‐structured play sequence and presented to young children between 24 and 30 months of age (N=30). Self‐ and doll‐directed pretence, object substitution, pretence with realistic objects, and self‐initiated pretend play, as well as the understanding that an object had been given two identities was tested. The capacity for dual representation was assessed by asking for the real and pretend identity of an object. Age differences were found in the overall score for elicited pretence but not for all items separately. Individual items also differed in difficulty and thus are of potential use for assessing intraindividual differences in pretend play. Findings are discussed in the context of current theories and methods concerning the development and assessment of pretend play. 相似文献
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