Can Gender Stereotypes Facilitate Memory When Elaborative Strategies Are Used?.

Wood, Eileen; Groves, Alison; Bruce, Shirliana; Willoughby, Teena; Desmarais, Serge

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Peer reviewed

ERIC Number: EJ672215

Record Type: Journal

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0144-3410

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Can Gender Stereotypes Facilitate Memory When Elaborative Strategies Are Used?

Wood, Eileen; Groves, Alison; Bruce, Shirliana; Willoughby, Teena; Desmarais, Serge

Educational Psychology: An International Journal of Experimental Educational Psychology, v23 n2 p169-80 Mar 2003

Uses an interrogation strategy to investigate whether learners would utilize stereotypic prior knowledge when asked to learn factual information about men and/or women. Focuses on male and female undergraduate students (n=120) who studied facts on men, women, or both genders. Includes references. (CMK)

Descriptors: Educational Research, Educational Strategies, Foreign Countries, Gender Issues, Higher Education, Knowledge Level, Stereotypes, Undergraduate Students, Undergraduate Study

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Canada

Grant or Contract Numbers: N/A

Author Affiliations: N/A