How informant gender impacts children's novel word learning

How informant gender impacts children's novel word learning | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed. Data may be preliminary. 22 March 2025 V1 Latest version Share on How informant gender impacts children's novel word learning Author : Desia Bacon 0000-0001-5638-6094 [email protected] Authors Info & Affiliations https://doi.org/10.22541/au.174265212.23912921/v1 175 views 82 downloads Contents Abstract Supplementary Material Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract 5-year-old’s (N=51, 26 female, 46 White, mean age 65;6 months) were taught novel word-object pairs from two child informants, an ingroup member and an outgroup member, as determined by gender. Children’s learning was assessed in two tests, (1) immediately after learning and (2) after a 10-minute delay. Participants demonstrated above-chance recall of the novel word-object pairs during the immediate test (p<.001) and the delayed test (p<.001), regardless of informant group membership. Despite previous work highlighting children’s preferences for befriending and learning from ingroup social members, the present findings highlight that children’s preferences based on gender may not align with children’s actual learning when both informants have demonstrated that they are equally knowledgeable. Supplementary Material File (informantgendernovelwordlearning_v1.docx) Download 593.30 KB Information & Authors Information Version history V1 Version 1 22 March 2025 Copyright This work is licensed under a Non Exclusive No Reuse License. Keywords gender race social learning word learning Authors Affiliations Desia Bacon 0000-0001-5638-6094 [email protected] San José State University View all articles by this author Metrics & Citations Metrics Article Usage 175 views 82 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Desia Bacon. How informant gender impacts children's novel word learning. Authorea . 22 March 2025. DOI: https://doi.org/10.22541/au.174265212.23912921/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. For more information or tips please see 'Downloading to a citation manager' in the Help menu . Format Please select one from the list RIS (ProCite, Reference Manager) EndNote BibTex Medlars RefWorks Direct import Tips for downloading citations document.getElementById('citMgrHelpLink').addEventListener('click', function() { popupHelp(this.href); return false; }); $(".js__slcInclude").on("change", function(e){ if ($(this).val() == 'refworks') $('#direct').prop("checked", false); $('#direct').prop("disabled", ($(this).val() == 'refworks')); }); View Options View options PDF View PDF Figures Tables Media Share Share Share article link Copy Link Copied! Copying failed. 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