When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names

Abstract

Abstract By the time they enter preschool children have acquired extensive knowledge of gender stereotypes. There has been little work on their use of this knowledge to make inferences about behavior; there is virtually no information as to how the explicitness of gender‐category information influences the reliability of inferences. In two experiments we tested 3‐112‐year‐old children's recognition and use of less‐than‐explicit, yet highly reliable, cues to gender‐category membership: common proper names. In Experiment 1 children reliably associated feminine‐stereotyped names with pictures of girls and masculine‐stereotyped names with pictures of boys; they did not reliably associate gender‐neutral names with pictures of girls and boys. In Experiment 2 children used their knowledge of same‐gender‐category names to make predictions about the preferences of otherwise sex‐unspecified targets; they did not make reliable predictions when the targets were labeled with opposite‐gender‐category names. In contrast, when the targets were labeled with gendered common nouns (“girl” and “boy”) performance was reliable and was not affected by match or mismatch between the sex of the child and the gender category of the target. The findings indicate differential patterns of development and application of gender‐category consistent versus gender‐category inconsistent knowledge.

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