This project will investigate the development and emergence of spatial gender stereotypes (and their relation to math gender stereotypes) in elementary school-aged children and their impact on parent-child interactions in the pre-school period.
Publications
Hildebrand, L., Posid, T., Hymes, L., Moss-Racusin, C., & Cordes, S. (manuscript in prep). Does my daughter like math? Gender-specific relations between parent-child math attitudes.
Hildebrand, L., & Cordes, S. (manuscript in prep). Math and spatial priming: The role of domain-specific attitudes and working memory for performance.
Presentations
Hildebrand, L., Lim, C., & Cordes, S. (2019, October). Framing matters: Relations between performance and math and spatial attitudes. Poster accepted for presentation at the 2019 Cognitive Development Society (CDS) Biennial Conference, Louisville, KY, USA.
Prince, M., Hildebrand, L., Chernyak, N., & Cordes, S. (2019, October). Gender as a cue to sharing preferences in 4-6-year-old children. Poster accepted for presentation at the 2019 Cognitive Development Society (CDS) Biennial Conference, Louisville, KY, USA.
Hildebrand, L., & Cordes, S. (2019, June). Gender differences in math and spatial anxiety and self-concept in early elementary school. Poster presented at the Annual Mathematical Cognition and Learning Society (MCLS) Annual Meeting, Ottawa, ON, CA.