Children's interpretation of ambiguous behavior: Evidence for a 'boys are bad' bias
Children's interpretation of ambiguous behavior: Evidence for a 'boys are bad' bias
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DOI：
10.1111/1467-9507.00161
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发表时间：
2001-01-01
影响因子：
2
通讯作者：
Heyman, GD
中科院分区：
文献类型：
--
作者：
Heyman, GD
对 64 名二年级和三年级学生（年龄 11 岁至 9 岁 7 岁）可能存在的性别相关评价偏差进行了调查。参与者看到了 8 个不熟悉的孩子的照片，并被告知每个孩子都表现出了一种特定的行为：每种行为都与多种解释一致，包括积极解释和消极解释。当不熟悉的同伴是男性时，参与者可能会以不利的方式记住行为，并为该行为选择更多的负面归因。这种结果模式甚至在男性参与者中也存在，他们报告说对喜欢男性同伴有更大的期望。
Possible gender-related evaluative biases were investigated among a group of 64 second and third graders (ages dy 11m to 9y 7m). Participants were shown photographs of 8 unfamiliar children, and were told that each had performed a particular behavior: Each of the behaviors was consistent with multiple interpretations including a positive interpretation and a negative interpretation. When the unfamiliar peers were male, participants were move likely to remember behaviors in unfavorable ways and to select more negative attributions for the behavior This pattern of results held even among male participants, who reported greater expectations of liking the male peers.