Schema-as-knowledge and schema-as-importance effects on children's memory and organization of gender relevant materials

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ann Ward Calhoun (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
Jacquelyn White

Abstract: Recall and recognition of gender relevant stimuli were assessed following a sorting task on which 83 four- to eight-year-olds sorted three sets of four line drawings apiece. Each set contained two stereotyped line drawings (i.e. male actor - masculine activity, female actor - feminine activity) and two counterstereotyped line drawings (i.e. female actor - masculine activity, male actor - feminine activity). Schematic knowledge, but not schematic importance, was related to children's sorting of the drawings. The more advanced sorting strategy was related to higher levels of schematic knowledge. The hypothesized influences of schematic knowledge and schematic importance on children's memory were not found. Schematic knowledge did not predict the proportion of gender stereotyped to gender counterstereotyped items recalled. In addition, schematic importance did not predict the frequency of mnemonic distortions of counterstereotyped items.

Additional Information

Publication
Dissertation
Language: English
Date: 1988
Subjects
Recollection (Psychology)
Recognition (Psychology)
Memory
Psychological tests for children

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