Preschool children, 17 boys and 18 girls, attending a day-care center, were presented with photographs of all 37 children in the center and required to supply the name of each pictured child. Girls made significantly fewer errors in identification than boys (p<.05), although boys spent more time in the day-care program (p<.025). Girls were, on the average, 4 months older than boys (p<.01), but age was not significantly correlated with number of identification errors. No sex differences were obtained on the Peabody Picture Vocabulary Test, memory, or perceptual-performance scales of the McCarthy Scales of Children's Abilities. Results were consistent with previous findings for college students and were interpreted in terms of differential child-rearing practices and observational learning.
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This research was supported by Grant 216-15-36 from the Cooperative State Research Service, U. S. Department of Agriculture, to the University of Maryland, Eastern Shore.
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Feldstein, J.H. Sex differences in social memory among preschool children. Sex Roles 2, 75–79 (1976). https://doi.org/10.1007/BF00289300
- College Student
- Social Psychology
- Preschool Child
- Identification Error
- Observational Learning