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The problem
Intervention: Exposure to either category-focused language (e.g., 'scientist') emphasizing bounded identity or action-focused language (e.g., 'someone who does science') emphasizing non-exclusive participation
Who it was tested with: Children and adults; exact ages not specified in document.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"In Study 1, children and adults categorized and judged others' abilities. In Study 2, children and adults did so for themselves." This describes an experimental comparison of language conditions (category-focused vs. action-focused) tested across two studies with different measurement targets, allowing causal inference about linguistic effects on categorization and ability judgments.
Study design details, sample sizes, and participant age ranges are not provided. No information about cultural context or generalizability across populations.
Across countries and designs
1 study · 0 countries
