ArticleDevelopmental psychology2022
How children's media and teachers communicate exclusive and essentialist views of science and scientists.
Article in Developmental psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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.
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.
Who cites it
6 citing papers in PubMed, 18 citations in OpenAlex.
- Asking young children to "do science" instead of "be scientists" increases science engagement in a randomized field experiment.Proceedings of the National Academy of Sciences of the United States of America · 2020Trial
- How cultural input shapes the development of idealized biological prototypes.Journal of cognition and development : official journal of the Cognitive Development Society · 2025Article
- How children's media and teachers communicate exclusive and essentialist views of science and scientists.Developmental psychology · 2022Article
- The Unintended Consequences of the Things We Say: What Generic Statements Communicate to Children About Unmentioned Categories.Psychological science · 2021Article
- Children lose confidence in their potential to "be scientists," but not in their capacity to "do science".Developmental science · 2019Review
- Subtle Linguistic Cues Increase Girls' Engagement in Science.Psychological science · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
Language that uses noun labels and generic descriptions to discuss people who do science (e.g., "Let's be scientists! Scientists discover new things") signals to children that "scientists" is a distinctive category. This identity-focused language promotes essentialist beliefs and leads to disengagement from science among young children in experimental contexts. The extent to which these cues shape the development of children's beliefs and behaviors in daily life, however, depends on (a) the availability of identity-focused language in children's environments and (b) the power of these cues to shape beliefs over time, even in the noisier, more variable contexts in which children are exposed to them. Documenting the availability of this language, linguistic coding of children's media (Study 1) and prekindergarten teachers' language from one science lesson (Study 2;
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.