Memory and recall: Gender development in preschool aged children
Abstract
Research on gender schema theories and gender schematic processing (GSP) has found memory biases in recall regarding sex congruent and incongruent information. The current study examined the effects different presentation styles of toys and objects influence on gender schematic processing in preschool aged children (4-5). Forty-one participants between the ages of 49- and 70-months (23 male and 18 females) were presented with slide shows of either 15 static images or dynamic video clips of toys and objects (5 masculine, 5 feminine, 5 neutral), given a filler task, and then asked to recall the items. Static images were presented as still pictures and the dynamic clips were videos of the toys in action. It was hypothesized that participants would be more likely to recall gender congruent items than gender incongruent items, particularly the dynamically presented item. The results showed that presentation style (static versus dynamic) had no bearing on the ability to recall images overall nor within one's own gender stereotype. Consistent with previous research, gender was a significant factor in the ability to recall gender congruent items over gender incongruent items. According to the present findings, modality of presentation (static or dynamic) had no effect on recall. Implications are discussed.
Subject Area
Social psychology|Developmental psychology|Gender studies
Recommended Citation
Atkinson, Nuchelle Lee, "Memory and recall: Gender development in preschool aged children" (2013). ETD Collection for Fayetteville State University. AAI1524767.
https://digitalcommons.uncfsu.edu/dissertations/AAI1524767