Evidence map›Paper›PMID 34948661›Full record

Trial reportInternational journal of environmental research and public health2021

Cognitive-Based Interventions Break Gender Stereotypes in Kindergarten Children.

Yi Chung, Hsin-Hui Huang

Open access · goldAbstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
1.5field-weighted citation impact, top 16% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 1 synthesis or guideline pooled it, 6 citations in OpenAlex.

  1. Pooled it
  2. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors at 1 institution in 1 country.

Yi ChungCollege of Human Development and Health, National Taipei University of Nursing and Health Sciences, Taipei 112303, Taiwan.ORCID 0000-0001-7733-6459
Hsin-Hui HuangDepartment of Infant and Child Care, National Taipei University of Nursing and Health Sciences, Taipei 112303, Taiwan.ORCID 0000-0002-8121-5665
National Taipei University of Nursing and Health Science · TW

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Despite the growing recognition of gender equality worldwide, plausible strategies that reduce young children's gender stereotypes remain limited. Cognitive-based interventions have been widely used in school settings and have been suggested to play important roles in children's gender stereotyping and in their processing of counter-stereotypic information. We aimed to determine whether exposure to counter-stereotypical information could break gender stereotypes in kindergarten children. Fifty-four children (61-79 months old) from two public kindergarten classes in northern Taiwan participated in this study. One of the two classes was randomly selected as the experimental group (

Indexed as

SchoolsStereotypingChildChild, PreschoolCognitionEducational StatusGender IdentityHumansTaiwanchildrencross-classificationgender equalitygender stereotypemultiple conceptual systems

Identifiers

PMID34948661
PMCPMC8700911
OpenAlexW4200112615

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.