Abstract
Are children aware of the social asymmetry that governs relations between individuals of both genders? Is the cognitive asymmetry described for adults by Hurtig and Pichevin (1998) visible to children? This research shows how 446 5- to 11-year-old children use gender categorization to describe a fictious person to a partner, using the paradigm developed by Hurtig and Pichevin (1990). Some results are consistent with those shown by adults, however others are not and seem to indicate a greater sensitivity amongst the youngest in the mixed situations (subject and partner are of opposite sex), and thus, this is also different according to the gender of the two protagonists. These different results can be explained by the social behaviour of girls and boys at school.
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