Molly J Coyne
Biographic Data
| ID | 6726328 |
|---|---|
| NAME | Molly J Coyne |
| GIVEN NAMES | Molly J |
| FAMILY NAME | Coyne |
| SIGNATURE | COYNE M J |
| AFFILIATIONS | University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 1 |
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
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 …
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
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 …
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
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 …
When the Name Says it All: Preschoolers' Recognition and Use of the Gendered Nature of Common Proper Names
Developmental psychology (2 works) · Gender Studies in Language (2 works) · Psychology (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Early Childhood Education and Development (1 works) · Gender Roles and Identity Studies (1 works) · Girl (1 works) · Grammatical Gender (1 works) · Linguistics (1 works)