scholarly journals Gender stereotypes across the ages: On-line processing in school-age children, young and older adults

2015 ◽  
Vol 6 ◽  
Author(s):  
Anna Siyanova-Chanturia ◽  
Paul Warren ◽  
Francesca Pesciarelli ◽  
Cristina Cacciari
Keyword(s):  
Older Adults ◽  
Gender Stereotypes ◽  
School Age Children ◽  
School Age ◽  
On Line

scholarly journals Gender stereotypes across the ages: On-line processing in school-age children, young and older adults

2021 ◽  
Author(s):  
Anna Siyanova ◽  
Paul Warren ◽  
F Pesciarelli ◽  
C Cacciari
Keyword(s):  
Older Adults ◽  
Gender Stereotypes ◽  
Social Care ◽  
Age Groups ◽  
School Age Children ◽  
Male And Female ◽  
Real Time Processing ◽  
Kinship Term ◽  
On Line ◽  
Care Worker

© 2015 Siyanova-Chanturia, Warren, Pesciarelli and Cacciari. Most research to date on implicit gender stereotyping has been conducted with one age group - young adults. The mechanisms that underlie the on-line processing of stereotypical information in other age groups have received very little attention. This is the first study to investigate real time processing of gender stereotypes at different age levels. We investigated the activation of gender stereotypes in Italian in four groups of participants: third- and fifth-graders, young and older adults. Participants heard a noun that was stereotypically associated with masculine (preside "headmaster") or feminine roles (badante "social care worker"), followed by a male (padre "father") or female kinship term (madre "mother"). The task was to decide if the two words - the role noun and the kinship term - could describe the same person. Across all age groups, participants were significantly faster to respond, and significantly more likely to press 'yes,' when the gender of the target was congruent with the stereotypical gender use of the preceding prime. These findings suggest that information about the stereotypical gender associated with a role noun is incorporated into the mental representation of this word and is activated as soon as the word is heard. In addition, our results show differences between male and female participants of the various age groups, and between male- and female-oriented stereotypes, pointing to important gender asymmetries.

scholarly journals Gender stereotypes across the ages: On-line processing in school-age children, young and older adults

2021 ◽  
Author(s):  
Anna Siyanova ◽  
Paul Warren ◽  
F Pesciarelli ◽  
C Cacciari
Keyword(s):  
Older Adults ◽  
Gender Stereotypes ◽  
Social Care ◽  
Age Groups ◽  
School Age Children ◽  
Male And Female ◽  
Real Time Processing ◽  
Kinship Term ◽  
On Line ◽  
Care Worker

© 2015 Siyanova-Chanturia, Warren, Pesciarelli and Cacciari. Most research to date on implicit gender stereotyping has been conducted with one age group - young adults. The mechanisms that underlie the on-line processing of stereotypical information in other age groups have received very little attention. This is the first study to investigate real time processing of gender stereotypes at different age levels. We investigated the activation of gender stereotypes in Italian in four groups of participants: third- and fifth-graders, young and older adults. Participants heard a noun that was stereotypically associated with masculine (preside "headmaster") or feminine roles (badante "social care worker"), followed by a male (padre "father") or female kinship term (madre "mother"). The task was to decide if the two words - the role noun and the kinship term - could describe the same person. Across all age groups, participants were significantly faster to respond, and significantly more likely to press 'yes,' when the gender of the target was congruent with the stereotypical gender use of the preceding prime. These findings suggest that information about the stereotypical gender associated with a role noun is incorporated into the mental representation of this word and is activated as soon as the word is heard. In addition, our results show differences between male and female participants of the various age groups, and between male- and female-oriented stereotypes, pointing to important gender asymmetries.

Les représentations multidimensionnelles du masculin et du féminin véhiculées par la presse enfantine francophone 1Mes remerciements vont aux deux experts anonymes qui ont fait des commentaires très constructifs sur des versions antérieures de ce manuscrit.

2002 ◽  
Vol 61 (2) ◽  
pp. 85-103 ◽  
Author(s):  
Anne Dafflon Novelle
Keyword(s):  
Gender Identity ◽  
Gender Stereotypes ◽  
Self Esteem ◽  
The Self ◽  
French Language ◽  
School Age Children ◽  
Professional Roles ◽  
School Age ◽  
Future Aspirations ◽  
Language Literature

Multidimensional representations of gender in French language publications for children. Gender stereotypes in French language literature for children have not been extensively studied. This study analyses stories with household heroes, in French language publications aimed at pre-school age children. The aim is to evaluate multidimensional representations of gender in these publications. Results reveal major quantitative and qualitative asymmetries in the representations of the two sexes, often to the detriment of the female. Males outnumber females, who more often play secondary roles as compared to males who are more often depicted in the central role; girls are less frequently represented in the illustrations accompanying these stories than boys. Females are depicted in a more stereotyped manner, and are more confined to domestic and in private locations. Additionally, women play a smaller variety of professional roles than men. The asymmetries highlighted in this study are discussed in terms of the influence that may be exercised over children’s construction of their gender identity, and influence particularly on the self-esteem and future aspirations of girls.

On the Road to Computer Assisted Compositions

1981 ◽  
Vol 10 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Earl Woodruff ◽  
Carl Bereiter ◽  
Marlene Scardamalia
Keyword(s):  
Qualitative Analysis ◽  
School Age Children ◽  
Computer Assisted ◽  
School Age ◽  
Structural Elements ◽  
The Road ◽  
Composing Process ◽  
On Line ◽  
On The Road ◽  
High Level

Two studies are reported that explore the feasibility of computer assisted composition in helping school-age children handle high-level aspects of the composing process. The first study used a program featuring help in selecting structural elements to include in opinion essays. The twelve grade six students, serving as subjects in the study, reported that the program was helpful, but a qualitative analysis of their products suggests the intervention was too easily assimilated to a low-level “What next?” composing strategy. In an attempt to strengthen the intervention, the second study introduced a response-sensitive questioning procedure. Qualitative measures suggest the thirty-six grade eight students found this on-line intervention to be too intrusive. The two approaches to on-line facilitation are discussed, and lines for the future investigation of computer assisted composition for the novice composer are suggested.

Interpretation of contrastive pitch accent in six- to eleven-year-old English-speaking children (and adults)

2012 ◽  
Vol 41 (1) ◽  
pp. 84-110 ◽  
Author(s):  
KIWAKO ITO ◽  
SARAH A. BIBYK ◽  
LAURA WAGNER ◽  
SHARI R. SPEER
Keyword(s):  
Cognitive Flexibility ◽  
Age Groups ◽  
Pitch Accent ◽  
Oculomotor Control ◽  
School Age Children ◽  
School Age ◽  
Garden Path ◽  
Gradual Development ◽  
On Line ◽  
English Speaking

ABSTRACTBoth off-line and on-line comprehension studies suggest not only toddlers and preschoolers, but also older school-age children have trouble interpreting contrast-marking pitch prominence. To test whether children achieve adult-like proficiency in processing contrast-marking prosody during school years, an eye-tracking experiment examined the effect of accent on referential resolution in six- to eleven-year-old children and adults. In all age groups, a prominent accent facilitated the detection of a target in contrastive discourse sequences (pink cat→greencat), whereas it led to a garden path in non-contrastive sequences (pink rabbit→greenmonkey: the initial fixations were on rabbits). While the data indicate that children as young as age six immediately interpret contrastive accent, even the oldest child group showed delayed fixations compared to adults. We argue that the children's slower recovery from the garden path reflects the gradual development in cognitive flexibility that matures independently of general oculomotor control.

scholarly journals School age children with HIV/AIDS: possible discrimination and attitudes against

2013 ◽  
Vol 47 (6) ◽  
pp. 1305-1310
Author(s):  
Donata Kurpas ◽  
Bozena Mroczek ◽  
Lucyna Sochocka ◽  
Joseph Church
Keyword(s):  
Primary Care ◽  
Public School ◽  
Mass Media ◽  
Primary Care Physicians ◽  
School Age Children ◽  
School Age ◽  
Insufficient Information ◽  
Educational Programmes ◽  
On Line ◽  
Hiv Aids

Survey-based study what purpose was to analyse respondents’ opinions about contacts with HIV/AIDS-affected people. It was performed using a paper-pencil method during visits of respondents at primary care centres and on-line through a link to the questionnaire distributed among patients of primary care physicians. The study involved 302 respondents, 80% of whom were women; the average age was 34.48 years. The majority of respondents did not know anyone with HIV/AIDS (89.6%). About 83.3% claimed that they would not decrease contacts with HIV/AIDS-affected people. According to 64.1% of respondents, children with HIV/AIDS should go to kindergarten/public or non-public school. We selected a group of respondents, who previously were not but now are inclined to limit such contacts. These respondents can be a potential target group for HIV/AIDS educational programmes. Most respondents think that there is insufficient information about the HIV/AIDS in the mass media.

A Therapeutic Technique for the Improvement of Lingua-Alveolar Valving Abilities

1978 ◽  
Vol 9 (3) ◽  
pp. 169-175 ◽  
Author(s):  
James Paul Dworkin
Keyword(s):  
School Age Children ◽  
School Age ◽  
Bite Block ◽  
Therapeutic Technique ◽  
Remedial Program

This study was designed to determine if a remedial program using a bite-block device could inhibit hypermandibular activity (HMA) and thereby improve the lingua-alveolar valving (LAV) abilities of four school-age children who demonstrated multiple lingua-alveolar (LA) phonemic errors. The results revealed significant improvements in LAV and LA phoneme articulatory skills in all of the children who used the bite-block device to reduce HMA subsequent to comprehensive training sessions.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

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