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Department of Pediatric Neurology and Child Development, Children's Hospital, Eberhard Karls University of Tbingen, Tbingen, Germany
Institute of Medical Psychology and Behavioral Neurobiology, MEG Centre, Eberhard Karls University of Tbingen, Tbingen, Germany
c
Department of Neurosurgery, Eberhard Karls University of Tbingen, Tbingen, Germany
b
A R T I C LE I N FO
AB S T R A C T
Article history:
Gender differences are evident in the comprehension of social signals, but the underlying
basis for these differences is unclear. There is some indication that gender effects have
Keywords:
Gender
diminishes it. Furthermore, this effect is more pronounced in females, with a greater force of
Stereotype
a negative stereotype message. The study provides novel insights into the possible sources
of gender related fluctuations in social cognition. The findings are discussed in terms of
Brain mechanisms
1.
Introduction
Corresponding author. Social and Cognitive Developmental Neuroscience Unit, Department of Pediatric Neurology and Child
Development, Children's Hospital, Hoppe-Seyler-Str. 1, 72076 Tbingen, Germany. Fax: +49 7071 295253.
E-mail address: marina.pavlova@uni-tuebingen.de (M.A. Pavlova).
0006-8993/$ see front matter 2009 Elsevier B.V. All rights reserved.
doi:10.1016/j.brainres.2009.11.046
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tests is hindered when they are reminded of gender differences in mathematical abilities (Cadinu et al., 2003, 2005).
Furthermore, gender-specific stereotype messages may not
only enhance or diminish performance level, but can also
substantially modulate activation of the underpinning brain
networks (Wraga et al., 2007).
Here we address the issue of whether, and, if so, how
manipulation of information about gender differences in
social cognition affects performance. The event arrangement
(EA) task was administered to female and male participants.
For this task, participants have to organize a set of cards
depicting an event as a series of snapshots in a comic-strip
fashion. It is assumed that good performance on such a
task requires understanding the characters' mental states
(Baron-Cohen et al., 1986; Pavlova et al., 2008; Vllm et al.,
2006). For successful performance, participants need to reflect
the core of the story, which is often based on veridical
perception of intentions and dispositions of the characters
involved in this particular event. Previous work indicated that
there is the lack of gender differences in performance on this
task (Pavlova, 2009). Here we manipulated gender stereotype
messages, informing one group of participants prior to testing
that usually females over-perform on the EA task, whereas the
other group has been provided with information that males
have an edge in performance. We asked whether and, if so,
how these gender stereotype messages affect performance.
2.
Results
3.
Discussion
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83
4.
Experimental procedures
4.1.
Participants
4.2.
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BR A IN RE S EA RCH 1 3 11 ( 20 1 0 ) 8 1 85
Fig. 2 Examples of the visual EA tasks administered to participants. (A) Task number 5 and (B) task number 8. First string
represents scrambled (false) order of cards as presented to participants, whereas second string is the correct order of cards
representing an event in a comic-strip fashion.
Acknowledgments
We are grateful to Lea-Sophie Gartlgruber, Daniela Maurer,
Thomas Savigny and Matthias S. Zerer for assistance with
testing, Boris Kotchoubey and Alexander N. Sokolov for fruitful
discussions and valuable comments. Paper preparation was
supported by the Else Krner-Fresenius Foundation (Grant
P63/2008 to MP).
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