中国科学院行为科学重点实验室知识库

目的：考察4-9岁儿童在智力、助人和玩具领域性别刻板印象的发展。方法：以192名儿童为被试，采用情景故事和拼图游戏任务，探究儿童在智力、助人和玩具领域性别刻板印象发展状况。结果：儿童在智力和助人领域的刻板印象发展晚于其在玩具领域的性别刻板印象发展。儿童4岁时在玩具领域已经出现较强的性别刻板印象。在智力领域，儿童5岁时男生比女生更多地将男生和聪明联系在一起；在助人领域，儿童6岁时女生比男生更认可“女生=助人”的刻板印象。7岁时儿童在智力、助人和玩具领域的性别刻板印象发展达到顶峰，然后其发展趋于稳定。结论：学龄前期是儿童性别刻板印象形成和发展的重要时期。

Objective: The current research tested the development of gender stereotype in children aged 4- to 9-yearold in intellectual, helpful and toys domains. Methods: A sample of 192 boys and girls in six age groups (four, five, six, seven, eight, nine years) undertook story-telling and puzzle tasks to examine the developmental trajectory of these stereotypes. Results: Compared with the gender stereotype in toys domains, the gender stereotype in intellectual and helpful domains were endorsed lately by children. Specifically, Children’s gender stereotype in toys domains were greatly increased in 4-year-old. Boys aged 5 were more likely than girls to associate brilliance with their own gender in intellectual domain. Girls aged 6 were more likely than boys to associate helpful with their own gender in helpful domain. The development of gender stereotype in children aged 7 was reached the top and kept steady from 8 to 9 years old. Conclusion: The pre-school period is the important time for the development of gender stereotype.