Gender influences on children’s selective trust of adult testimony in Iranian context

References

• Arthur, A. E., Bigler, R. S., Liben, L. S., Gelman, S. A., & Ruble, D. N. (2008). Gender stereotyping and prejudice in young children: A developmental intergroup perspective. In S. R. Levy & M. Killen (Eds.), Intergroup Attitudes and Relations in Childhood through Adulthood (pp. 66–86). Oxford University Press.
   Google Scholar
• Baron, A. S., & Banaji, M. R. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6 and 10 and adulthood. Psychological Science, 17(1), 53–58. https://doi.org/10.1111/j.1467-9280.2005.01664.x
   PubMed Web of Science ®Google Scholar
• Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: Explaining and reducing children’s social stereotyping and prejudice. Current Directions in Psychological Science, 16(3), 162–166. https://doi.org/10.1111/j.1467-8721.2007.00496.x
   Web of Science ®Google Scholar
• Blakemore, J. E. O., Berenbaum, S. A., & Liben, L. S. (2013). Gender development. Psychology Press.
   Google Scholar
• Briole, S. (2021). Are girls always good for boys? Short and long term effects of school peers’ gender. Economics of Education Review, 84, 102150. https://doi.org/10.1016/j.econedurev.2021.102150
   Web of Science ®Google Scholar
• Buchan, N. R., Croson, R. T., & Solnick, S. (2008). Trust and gender: An examination of behavior and beliefs in the Investment Game. Journal of Economic Behavior & Organization, 68(3–4), 466–476. https://doi.org/10.1016/j.jebo.2007.10.006
   Web of Science ®Google Scholar
• Chan, C. C. Y., & Tardif, T. (2013). Knowing better: The role of prior knowledge and culture in trust in testimony. Developmental Psychology, 49(3), 591–601. https://doi.org/10.1037/a0031336
   PubMed Web of Science ®Google Scholar
• Chen, E. E., Corriveau, K. H., & Harris, P. L. (2011). Children are sociologists. Anales de psicología, 27(3), 2011. https://www.researchgate.net/publication/266494026_Children_are_sociologists
   Web of Science ®Google Scholar
• Corriveau, K., & Harris, P. L. (2009a). Choosing your informant: Weighing familiarity and recent accuracy. Developmental Science, 12(3), 426–437. https://doi.org/10.1111/j.1467-7687.2008.00792.x
   PubMed Web of Science ®Google Scholar
• Corriveau, K., & Harris, P. L. (2009b). Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information. Developmental Science, 12(1), 188–193. https://doi.org/10.1111/j.1467-7687.2008.00763.x
   PubMed Web of Science ®Google Scholar
• Elashi, F. B., & Mills, C. M. (2014). Do children trust based on group membership or prior accuracy? The role of novel group membership in children’s trust decisions. Journal of Experimental Child Psychology, 128, 88–104. https://doi.org/10.1016/j.jecp.2014.07.003
   PubMed Web of Science ®Google Scholar
• Falahati, L. (2016). Gender role attitude with an emphasis on ethnicity and gender. Journal of Iran Cultural Research, 9(1), 33–59. https://dx.doi.org/10.22035/ijcr.2016.299
   Google Scholar
• Ghasemi, V., Arab Khorasani, S., & Rabani Khorasgani, A. (2019). Crossroad of gender and the institute of family: Women’s meaning of marriage and family life. Women in Development & Politics, 16(4), 499–524. https://doi.org/10.22059/JWDP.2019.260472.1007444
   Google Scholar
• Harris, P. L. (2012). Trusting what you’re told: How children learn from others. Harvard University Press.
   Google Scholar
• Hosseini, M., Moradi, A., Kormi Nouri, R., Hassani, J., & Parhoon, H. (2016). Reliability and validity of reading and dyslexia test (Nema). Advances in Cognitive Science, 18(1), 22–34. https://Www.Sid.Ir/En/Journal/Viewpaper.Aspx?Id=532934
   Google Scholar
• Koenig, M. A., Clément, F., & Harris, P. L. (2004). Trust in testimony: Children’s use of true and false statements. Psychological Science, 15(10), 694–698. https://doi.org/10.1111/j.0956-7976.2004.00742.x
   PubMed Web of Science ®Google Scholar
• Landrum, A. R., Eaves, B. S., Jr, & Shafto, P. (2015). Learning to trust and trusting to learn: A theoretical framework. Trends in Cognitive Sciences, 19(3), 109–111. https://doi.org/10.1016/j.tics.2014.12.007
   PubMed Web of Science ®Google Scholar
• Lane, J. D., & Harris, P. L. (2015). The roles of intuition and informants’ expertise in children’s epistemic trust. Child Development, 86(3), 919–926. doi:10.1111/cdev.12324
   PubMed Web of Science ®Google Scholar
• Lane, J. D., Harris, P. L., Gelman, S. A., & Wellman, H. M. (2014). More than meets the eye: Young children’s trust in claims that defy their perceptions. Developmental Psychology, 50(3), 865. https://doi.org/10.1037/a0034291
   PubMed Web of Science ®Google Scholar
• Liben, L. S., & Bigler, R. S. (2002). The developmental course of gender differentiation: Conceptualizing, measuring, and evaluating constructs and pathways. Monographs of the Society for Research in Child Development, 67 [ 2, Serial No. 269].
   PubMed Web of Science ®Google Scholar
• Ma, L., & Woolley, J. D. (2013). Young children’s sensitivity to speaker gender when learning from others. Journal of Cognition and Development, 14(1), 100–119. https://doi.org/10.1080/15248372.2011.638687
   Web of Science ®Google Scholar
• MacDonald, K., Schug, M., Chase, E., & Barth, H. (2013). My people, right or wrong? Minimal group membership disrupts preschoolers’ selective trust. Cognitive Development, 28(3), 247–259. https://doi.org/10.1016/j.cogdev.2012.11.001
   Web of Science ®Google Scholar
• Maleki, Z., & Atai, M. (2017). Identifying ways to remove barriers to women’s career advancement in government organizations (Case study: Qazvin tax affairs). Quarterly Journal of Development and Transformation Management, 2016( Special Issue), 46–56. http://www.jdem.ir/article_534556.html?lang=en
   Google Scholar
• Martinez, M. A., Osornio, A., Halim, M. L. D., & Zosuls, K. M. (2019). Gender: Awareness, Identity, and Stereotyping. Encyclopedia of Infant and Early Child Development (2nd ed., pp. 1–12). https://doi.org/10.1016/B978-0-12-809324-5.21818-X
   Google Scholar
• Mills, C. M., & Landrum, A. R. (2012). Judging judges: How do children weigh the importance of capability and objectivity for being a good decision maker? British Journal of Developmental Psychology, 30(3), 393–414. https://doi.org/10.1111/j.2044-835X.2011.02047.x
   PubMed Web of Science ®Google Scholar
• Mills, C. M., & Landrum, A. R. (2012). Judging judges: How do children weigh the importance of capability and objectivity for being a good decision maker? British Journal of Developmental Psychology, 30(3), 393–414. https://doi.org/10.1111/j.2044-835X.2011.02047.x
   PubMed Web of Science ®Google Scholar
• Moghaddam, M. (2018). Investigating the social factors affecting the formation of gender stereotypes. Research in Arts and Humanities, 15(3), 91–104. http://noo.rs/5iFSq
   Google Scholar
• Morawska, A. (2020). The effects of gendered parenting on child development outcomes: A systematic review. Clinical Child and Family Psychology Review, 23(4), 553–576. https://doi.org/10.1007/s10567-020-00321-5
   PubMed Web of Science ®Google Scholar
• Najar Nahavandi, M. (2010). Culture, gender and educational policies. Barg-e farhang, 21, 112–120. https://www.sid.ir/en/journal/ViewPaper.aspx?id=188976
   Google Scholar
• Norouzi, R., & Mokhtari, M. (2015). A sociological approach to gender in New Persian Primary Persian School Books. International Conference on Humanities, Psychology and Social Sciences. https://civilica.com/doc/436136
   Google Scholar
• Pasquini, E. S., Corriveau, K. H., Koenig, M., & Harris, P. L. (2007). Preschoolers monitor the relative accuracy of informants. Developmental Psychology, 43(5), 1216. doi:10.1037/0012-1649.43.5.1216
   PubMed Web of Science ®Google Scholar
• Payir, A., Davoodi, T., Sianaki, M. J., Harris, P. L., & Corriveau, K. (2018). Coexisting religious and scientific beliefs among Iranian parents. Peace and Conflict: Journal of Peace Psychology, 24(2), 240–244. https://doi.org/10.1037/pac0000335
   Web of Science ®Google Scholar
• Poulin-Dubois, D., & Brosseau-Liard, P. (2016). The developmental origins of selective social learning. Current Directions in Psychological Science, 25(1), 60–64. https://doi.org/10.1177/0963721415613962
   PubMed Web of Science ®Google Scholar
• Powlishta, K. K. (2004). Gender as a social category: Intergroup processes and gender-role development. In M. Bennett & F. Sani (Eds.), The development of the social self (pp. 103–133). Psychology Press. https://doi.org/10.4324/9780203391099_chapter_4
   Google Scholar
• Ronfard, S., Lane, J. D., Wang, M., & Harris, P. L. (2017). The impact of counter-perceptual testimony on children’s categorization after a delay. Journal of Experimental Child Psychology, 163, 151–158. https://doi.org/10.1016/j.jecp.2017.06.006
   PubMed Web of Science ®Google Scholar
• Shahabi, R. (2018). Changing the pattern of gender differences in cognitive function; does the recognition in Iran lead to femininity? Pazuhesname - ye Zanan, 9(1), 73–99. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=545357
   Google Scholar
• Sudo, M. (2021). Blurred boundaries between us and them: Do young children affiliate with outgroup members with shared preferences? Journal of Experimental Child Psychology, 208, 105150. https://doi.org/10.1016/j.jecp.2021.105150
   PubMed Web of Science ®Google Scholar
• Taylor, M. G. (2013). Gender influences on children’s selective trust of adult testimony. Journal of Experimental Child Psychology, 115(4), 672–690. https://doi.org/10.1016/j.jecp.2013.04.003
   PubMed Web of Science ®Google Scholar
• Tong, Y., Wang, F., & Danovitch, J. (2020). The role of epistemic and social characteristics in children’s selective trust: Three meta‐analyses. Developmental Science, 23(2), e12895. https://doi.org/10.1111/desc.12895
   PubMed Web of Science ®Google Scholar
• Tracy, R. E., Wilson, J. P., Slepian, M. L., & Young, S. G. (2020). Facial trustworthiness predicts ingroup inclusion decisions. Journal of Experimental Social Psychology, 91, 104047. https://doi.org/10.1016/j.jesp.2020.104047
   Web of Science ®Google Scholar
• Van de Vijver, F. J. (2007). Cultural and gender differences in gender-role beliefs, sharing household task and child-care responsibilities, and well-being among immigrants and majority members in the Netherlands. Sex Roles, 57(11), 813–824. https://doi.org/10.1007/s11199-007-9316-z
   Web of Science ®Google Scholar
• VanderBorght, M., & Jaswal, V. K. (2009). Who knows best? Preschoolers sometimes prefer child informants over adult informants. Infant and Child Development: An International Journal of Research and Practice, 18(1), 61–71. https://doi.org/10.1002/icd.591
   Google Scholar
• Wood, J. T. (1994). Gendered media: The influence of media on views of gender. Gendered Lives: Communication, Gender, and Culture, 9, 231–244. http://www.cawtarclearinghouse.org/storage/4903/Gendered-Media-The-Influence-of-Media-on-Views-of-Gender.pdf
   Google Scholar
• Wyer, N. A. (2016). Easier done than undone … by some of the people, some of the time: The role of elaboration in explicit and implicit group preferences. Journal of Experimental Social Psychology, 63, 77–85. https://doi.org/10.1016/j.jesp.2015.12.006
   Web of Science ®Google Scholar