Experience-Based Probabilities Modulate Expectations in a Gender-Coded Artificial Language

Öttl, Anton; Behne, Dawn M.

doi:10.3389/fpsyg.2016.01250

Cited by 3 publications

(19 citation statements)

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“…Models were tested using the lmer() function of the lmer4 package of R, and model comparisons were assessed using the anova() function, which calculates the Chi-square value of the log-likelihood in order to evaluate the difference between models, following Baayen's (2008) procedure. Models were compared using a forward-testing approach, from the simplest model to more complex ones, as advocated by Field 2014, and as commonly done in psycholinguistics research (e.g., Öttl & Behne, 2016). Namely, fixed effects (main and interaction) were included one at a time, and each resulting model was compared to a model that did not include the added factor.…”

Section: Resultsmentioning

confidence: 99%

Are Women Perceived as Worse Magicians Than Men? Gender Bias When Evaluating Magic Tricks

Gygax

Thomas

Didierjean

et al. 2019

SPB

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We present two experiments investigating the effect of the perceived gender of a magician on the perception of the quality of magic tricks. In Experiment 1, tricks performed by an allegedly female magician were considered worse than those by an allegedly male magician. In Experiment 2, participants had to generate possible solutions to how the tricks were done. Under these conditions, male participants were better at explaining the tricks, but the gender effect found in Experiment 1 disappeared. We discuss the gender bias in Experiment 1 and the lack of bias in Experiment 2 in terms of specific social and cognitive mechanisms (e.g., cognitive dissonance).

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Section: Resultsmentioning

confidence: 99%

Are Women Perceived as Worse Magicians Than Men? Gender Bias When Evaluating Magic Tricks

Gygax

Thomas

Didierjean

et al. 2019

SPB

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“…The present experiment is a replication of an experiment reported in Öttl and Behne ( 2016 ), where participants were trained in a gender-coded artificial language in which the frequency of exposure to different words and referents were manipulated to induce experience-based expectations. In the current replication, one aspect of the original experiment was modified.…”

Section: Methodsmentioning

confidence: 95%

“…All materials used in the experiment are identical to those used in Öttl and Behne ( 2016 ), where the development of the stimuli is described in more detail.…”

Section: Methodsmentioning

confidence: 99%

“…The present study therefore employs an artificial language paradigm, in which aspects of interest, gender-coding and experience-based expectations, can be simulated in a laboratory setting and studied in isolation. While previous research has shown that an artificial language paradigm is adequate for studying the formation of new representations (Magnuson et al, 2003 ) and also more specifically the emergence of probabilistic gender expectations (Öttl and Behne, 2016 ), the aim of the present study is to investigate whether mode of acquisition affects the formation of new representations. To achieve this aim, the present study replicates an experiment in which experience-based gender expectations were induced in an explicit learning situation, but shifting the context to an implicit learning scenario.…”

Section: Introductionmentioning

confidence: 95%

“…In a recent study in which participants acquired a gender-coded artificial language based on a suffixation system similar to that of Spanish, Öttl and Behne ( 2016 ) found that experience-based gender expectations (1) can be simulated by manipulating relative frequencies of exposure to male vs. female referents during training, (2) surface during online lexical processing, and (3) are not overridden by linguistic cues. In this study, participants acquired associations between spoken pseudowords on the one hand and visual referents on the other.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario

Öttl

Behne

2017

Front. Psychol.

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The present study investigates the formation of new word-referent associations in an implicit learning scenario, using a gender-coded artificial language with spoken words and visual referents. Previous research has shown that when participants are explicitly instructed about the gender-coding system underlying an artificial lexicon, they monitor the frequency of exposure to male vs. female referents within this lexicon, and subsequently use this probabilistic information to predict the gender of an upcoming referent. In an explicit learning scenario, the auditory and visual gender cues are necessarily highlighted prior to acqusition, and the effects previously observed may therefore depend on participants' overt awareness of these cues. To assess whether the formation of experience-based expectations is dependent on explicit awareness of the underlying coding system, we present data from an experiment in which gender-coding was acquired implicitly, thereby reducing the likelihood that visual and auditory gender cues are used strategically during acquisition. Results show that even if the gender coding system was not perfectly mastered (as reflected in the number of gender coding errors), participants develop frequency based expectations comparable to those previously observed in an explicit learning scenario. In line with previous findings, participants are quicker at recognizing a referent whose gender is consistent with an induced expectation than one whose gender is inconsistent with an induced expectation. At the same time however, eyetracking data suggest that these expectations may surface earlier in an implicit learning scenario. These findings suggest that experience-based expectations are robust against manner of acquisition, and contribute to understanding why similar expectations observed in the activation of stereotypes during the processing of natural language stimuli are difficult or impossible to suppress.

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Exploring the Onset of a Male-Biased Interpretation of Masculine Generics Among French Speaking Kindergarten Children

et al. 2019

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In French, and other gender marked languages, there are two ways to interpret a grammatical masculine form when used to refer to social roles or occupations [e.g., les magiciens (the magicians masculine )]. It can refer to a group composed of only men (specific use of the masculine form), or one composed of both women and men (generic use). Studies of adults revealed that the rule that masculine forms can be interpreted as inclusive of either gender is not readily applied. To gain a better understanding of the processes shaping this phenomenon, we present a follow-up study ( N = 52) to Lévy et al. (2016) to explore how French-speaking kindergarten children (3–5 years of age) resolve the semantic ambiguity of the grammatical masculine form when presented with role or occupation nouns. In a paradigm where participants’ gazes were monitored, children were presented with pictures of a pair of two boys and a pair of one girl and one boy and were prompted to Look at the [role noun masculine plural form ] . First, the results suggest a stereotype effect in that children more strongly directed their gaze toward the boy-boy picture for stereotypical male role nouns, but toward the girl-boy picture for stereotypical female role nouns. Second, in the non-stereotypical/neutral condition we did not find an indication of any own-sex preference (as in Lévy et al., 2016 ), but of an influence of the role nouns’ grammatical gender, in that children more strongly directed their gaze toward boy-boy pictures than toward girl-boy pictures. We suggest that a specific interpretation of masculine forms might already start to emerge between 3 and 5 years of age, while gender stereotypes are still activated.

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Experience-Based Probabilities Modulate Expectations in a Gender-Coded Artificial Language

Cited by 3 publications

References 36 publications

Are Women Perceived as Worse Magicians Than Men? Gender Bias When Evaluating Magic Tricks

Are Women Perceived as Worse Magicians Than Men? Gender Bias When Evaluating Magic Tricks

Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario

Exploring the Onset of a Male-Biased Interpretation of Masculine Generics Among French Speaking Kindergarten Children

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