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Related Experiment Videos

Gender-schema development and children's constructive story memory: evidence for a developmental model

M K Welch-Ross1, C R Schmidt

  • 1Department of Psychology, University of Florida, Gainesville 32611, USA. welch@webb.psych.ufl.edu

Child Development
|June 1, 1996
PubMed
Summary

Children

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Area of Science:

  • Developmental psychology
  • Cognitive development
  • Social psychology

Background:

  • Gender-role stereotypes influence memory development.
  • Understanding how children process gender-related information is crucial.

Purpose of the Study:

  • To model memory changes related to gender stereotypes.
  • To examine stereotype effects on memory construction in children.
  • To investigate the link between activity preferences and memory.

Main Methods:

  • Children aged 4, 6, and 8 heard stories with gender-typical/atypical behaviors.
  • Stereotype consistency was manipulated before the story.
  • Memory was assessed via recognition and false alarms; gender knowledge and preferences were measured.

Main Results:

  • False alarms for typical distractors were higher in 6-year-olds.
  • False alarms for atypical distractors decreased from ages 4 to 6.
  • False alarms for typical distractors decreased from ages 6 to 8.
  • Stereotype manipulation effects varied by gender, not age.
  • Strong correlation between stereotyped preferences and memory for gender information.

Conclusions:

  • Developmental changes in memory for gendered information are linked to stereotype development.
  • Individual differences in gender-schema strength influence memory processing.
  • Stereotyped preferences play a significant role in memory for gender-related content.

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