Young Children's Sensitivity to Speaker Gender When Learning From Others

Ma, Lili; Woolley, Jacqueline D.

doi:10.1080/15248372.2011.638687

Cited by 44 publications

(57 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Experiment 1 extends previous results in three ways: first, by showing that 3-year-olds also display a preference for testimony by a same-gender informant; second, by showing that this preference for 3-and 4-year-olds extends to an episodic knowledge task (what can be into a box) by contrast with labelization tasks or tool use tasks (Ma & Woolley, 2013;Taylor, 2013); third, by showing that a different method of presentation (Playmobil figures instead of movies of actual people as, for instance, in Taylor, 2013) can elicit preference for samegender informants.…”

Section: Discussionsupporting

confidence: 79%

“…In particular, preschoolers tend to favour-everything else equal-the testimony of an informant who is more similar to them over that of a less similar informant. This has been observed for similarity based on accent (Kinzler, Corriveau, & Harris, 2011), gender (Ma & Woolley, 2013), hair color and food preference (Reyes-Jaquez & Echols, 2013, Experiment 1) or minimal group membership (MacDonald, Schug, Chase, & Barth, 2013).…”

Section: Visual Access Trumps Gendermentioning

confidence: 54%

“…As a social cue, gender is a particularly salient category (Fiske, 1998), which can, for children at least, trump other categories such as age or ethnic group (Shutts, Banaji, & Spelke, 2010). Although gender has been shown to exert a strong influence on the endorsement of testimony in 4-to 6-year-olds (e.g., Ma & Woolley, 2013), the present research would be the first demonstration of such an effect in 3-year-olds. The epistemic cue chosen was visual access, a factor that has been shown to strongly influence 3-year-olds' endorsement of testimony (Pillow, 1989;Robinson et al, 1999).…”

Section: Visual Access Trumps Gendermentioning

confidence: 61%

See 2 more Smart Citations

Visual access trumps gender in 3- and 4-year-old children’s endorsement of testimony

Terrier

Bernard

Mercier

et al. 2016

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Several studies have investigated how preschoolers weigh social cues against epistemic cues when taking testimony into account. For instance, one study showed that 4- and 5-year-olds preferred to endorse the testimony of an informant who had the same gender as the children; by contrast, when the gender cue conflicted with an epistemic cue--past reliability--the latter trumped the former. None of the previous studies, however, has shown that 3-year-olds can prioritize an epistemic cue over a social cue. In Experiment 1, we offer the first demonstration that 3-year-olds favor testimony from a same-gender informant in the absence of other cues. In Experiments 2 and 3, an epistemic cue-visual access--was introduced. In those experiments, 3- and 4-year-olds endorsed the testimony of the informant with visual access regardless of whether it was a same-gender informant (Experiment 3) or a different-gender informant (Experiment 2). These results demonstrate that 3-year-olds are able to give more weight to an epistemic cue than to a social cue when evaluating testimony.

show abstract

Section: Discussionsupporting

confidence: 79%

Section: Visual Access Trumps Gendermentioning

confidence: 54%

Section: Visual Access Trumps Gendermentioning

confidence: 61%

See 1 more Smart Citation

Visual access trumps gender in 3- and 4-year-old children’s endorsement of testimony

Terrier

Bernard

Mercier

et al. 2016

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

show abstract

“…Preschoolers have a strong sense of gender identity (i.e., classification as a boy or girl), and this knowledge becomes more sophisticated with age to include gender stability and consistency (Slaby & Frey, 1975). There are at least two ways in which gender might affect children's acceptance of novel information (see Ma & Woolley, 2013). First, children may simply prefer information provided by same-gender others.…”

Section: Impact Of Gender On Social Learningmentioning

confidence: 99%

Expertise in unexpected places: Children’s acceptance of information from gender counter-stereotypical experts

Boseovski

Hughes

Miller

2016

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

The current study examined children's willingness to accept novel information from expert informants with nontraditional gender role interests. Four- to 8-year-olds heard conflicting information about traditionally feminine or masculine domains from a gender counter-stereotypical expert (e.g., a boy with expertise in ballet) and a layperson of the other gender (e.g., a girl with little knowledge about ballet). Participants were asked which informant was correct, who they would prefer to learn from in the future, and to rate their liking of each informant. Overall, participants selected the gender counter-stereotypical expert as correct. Four- to 5-year-olds reported a preference to learn from same-gender participants in the future irrespective of expertise, whereas 6- to 8-year-olds reported wanting to learn from counter-stereotypical experts. Boys showed relatively greater acceptance of information from a male counter-stereotypical expert than from a female counter-stereotypical expert. Although participants reported greater liking of same-gender informants, liking evaluations were largely positive irrespective of gender norm deviations. Implications for children's acceptance of gender nonconforming activities are discussed.

show abstract

“…In particular, it has been shown that preschoolers prefer to learn from ingroup speakers rather than outgroup speakers when the two sources are placed in direct contrast with each other. For example, when learning about novel objects, preschoolers favor information from native-accented speakers rather than foreign-accented speakers (e.g., Corriveau, Kinzler, & Harris, 2013, Experiment 1;Kinzler, Corriveau, & Harris, 2011) and from speakers of their own gender (Ma & Woolley, 2013) or their own race (e.g., Chen, Corriveau, & Harris, 2013). They also prefer to learn from speakers of an ingroup whose social group membership is established by minimal group markers (e.g., wearing the same color as the children; Elashi & Mills, 2014).…”

Section: Introductionmentioning

confidence: 98%

Young Children's Sensitivity to Speaker Gender When Learning From Others

Cited by 44 publications

References 48 publications

Visual access trumps gender in 3- and 4-year-old children’s endorsement of testimony

Visual access trumps gender in 3- and 4-year-old children’s endorsement of testimony

Expertise in unexpected places: Children’s acceptance of information from gender counter-stereotypical experts

Preschoolers’ credulity toward misinformation from ingroup versus outgroup speakers

Contact Info

Product

Resources

About