A Bi-Dimensional Approach to Measuring the Gender Schema.

Autor/in	Freedman, Susan Alexandra
Titel	A Bi-Dimensional Approach to Measuring the Gender Schema.
Quelle	(1992), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Cognitive Psychology; Cognitive Structures; College Students; Females; Higher Education; Psychological Studies; Schemata (Cognition); Sex; Social Science Research + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Cognitive structure; Kognitive Struktur; Collegestudent; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cognition; Schema; Kognition; Geschlecht; Geschlechtsverkehr; Social scientific research; Sozialwissenschaftliche Forschung
Abstract	Cognitive structures concerned with processing information about gender have been called gender schemas. Research about gender schematicity often has involved self-reporting measures of traits. These measures consisted of empirically chosen adjectives that were desirable for both sexes, but judged more typical of females or males. The current study measured gender schematicity using both traits and careers and involved 20 female college students enrolled in an introductory psychology course. The gender schema was measured using a response time latency measure. The time between presentation and response was considered to reflect the availability of the gender schema. Individuals were to respond "yes" or "no" to a series of stimulus words. These words consisted of traits and careers, presented in random order. The subjects' task was to determine whether or not each trait was self descriptive, and whether or not each of the careers was appropriate for her to consider. Based on the response times, the findings indicated that female traits were encoded most successfully, followed by masculine traits, which received more elaborate encoding than neutral traits. Results also showed that, for careers, masculine traits were the most successfully encoded, and feminine traits received the least elaborate encoding. Thus, while the female subjects may be considered to be feminine schematic for traits, it is equally true that they are not feminine schematic for careers. Two charts regarding "Attributes" and "Careers" are attached. Contains 23 references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC