Rating gender stereotype violations: The effects of personality and politics
Why this work is in the frame
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Bibliographic record
Abstract
The Gender Stereotype Effect in language comprehension refers to the increased processing load that occurs when comprehenders encounter linguistic information that is incongruent with their understanding of gender stereotypes; for example, upon encountering the pronoun he in the sentence The maid answered the phone because he heard it ring . We investigate the Stereotype Effect using appropriateness and correctness ratings and ask whether it is modulated by individual differences in participants' personality and political ideology. Results from this study indicate that the Stereotype Effect can be replicated in an offline paradigm and that the Effect is specific to a discourse character's gender: sentences describing male agents fulfilling stereotypical female roles were rated lower in both appropriateness and correctness than sentences describing female agents fulfilling stereotypical male roles. Further, more open, conscientious, liberal, and empathetic individuals were more sensitive to the character gender-specific effect, rating stereotype incongruent sentences, particularly female role-male pronoun pairings, lower than congruent ones. Overall, these results point to certain individual differences being associated with differences in the strength of stereotype perception, indicating the possibility that these individuals use more top-down language processing, where comprehenders higher on these scales might be able to make more use of extra-linguistic, sociocultural factors in their language comprehension. Additionally, the results indicate a character gender-based difference in sociocultural stereotypes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it