Girls Not Boys Show Gender-Connotation Encoding from Print

Investigated possible gender differences in third grade students' encoding of gender-connotation from words using the release from proactive interference method to measure gender-connotation encoding. Students were presented with stimulus word triads in print. Results showed reliable proactive...

Full description

Saved in:
Bibliographic Details
Published in:Sex roles 2000-03, Vol.42 (5-6), p.439-447
Main Authors: Perez, Susan M, Kee, Daniel W
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Child development
Children
Cognition
Cognitive Ability
Connotative meaning
Control Groups
Developmental psychology
Elementary Education
Elementary School Students
Elementary Schools
Encoding
Encoding (Psychology)
Females
Fundamental and applied biological sciences. Psychology
Gender
Gender Differences
Girls
Grade 3
Language
Language Usage
Males
Memory
Proactive Interference
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Semantics
Semiotics
Sex Differences
Sexes
Social psychology
Social role. Sex role
Stimuli
Students
USA
Words
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Investigated possible gender differences in third grade students' encoding of gender-connotation from words using the release from proactive interference method to measure gender-connotation encoding. Students were presented with stimulus word triads in print. Results showed reliable proactive interference buildup and release for gender-connotation for girls, but not for boys. (SM)
ISSN:0360-0025
1573-2762
DOI:10.1023/A:1007054406295