The influence of gender labelling on preschoolers' gender constancy judgements

Abstract

Criticism of traditional gender constancy assessment has focused on the unrealistic nature of the perceptual stimuli used to elicit gender judgements. Recent modifications of the traditional task have made use of more realistic perceptual information, but have also altered the linguistic structuring of constancy judgement requests. Subsequent improvements in preschooler performance have been attributed solely to changes in perceptual stimuli. This study examines the possibility that changes in linguistic structuring also affect performance in significant ways. Thirty‐nine preschoolers completed one of two versions of a modified gender constancy task; in one version pictured changes in appearance and activity were accompanied by gender labelling (approximating traditional tests). The second version was identical to the first except that gender labels were eliminated (as in recent modified tasks). Performance was significantly improved when labels were omitted. Implications for interpreting preschooler performance under modified task conditions are discussed.