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性别刻板印象威肋、理论认为儿童在参与某项任务时，当他们意识到自己的表现在群体中可能是与自己的性别不相符时，他们任务完成的表现就会不佳。已有研究表明，他人的性别态度会对创造性产出的灵活性产生影响，且二者呈负相关。在儿童的成长过程中，3至6岁是性别僵化的高峰期，他们通过特定的线索获取性别信息进而形成性别刻板印象，在这些线索中，颜色是他们最早获取的性别线索之一，儿童无时无刻都在与颜色接触，儿童服装、玩具、教具、场景背景等都会向儿童传递颜色就是性别的视觉标签这样的信息。因此，当儿童被分配到他们认为与他们性别不相符的颜色材料时，就有可能会影响他们完成某项任务的表现，甚至是创造力。但迄今为止，诸多研究集中在学龄前儿童颜色偏好的性别差异上，关于颜色性别刻板印象方面的研究较少。

本论文以京津地区2所幼儿园92名3-6岁儿童及他们的母亲为研究被试，通过2个研究对以下问题进行探讨:(1)我国学龄前儿童是否已经存在显著的颜色性别刻板印象;(2)母亲的颜色性别刻板印象及反刻板印象对儿童的颜色性别刻板印象的影响是否显著;(3)儿童内隐颜色性别刻板印象、儿童外显颜色性别刻板印象、母亲颜色性别刻板印象、母亲颜色性别反刻板印象分别与儿童颜色偏好的性别差异存在怎样的关系。

其中，研究1有效被试81组(儿童及他们的母亲)，采用2个实验及颜色与性别适合性问卷进行研究。实验1通过内隐联想测试(IAT)对学龄前儿童内隐颜色性别刻板印象进行检测。研究结果表明，学龄前儿童已经存在显著的内隐颜色性别刻板印象，并且在年龄和性别上并没有表现出显著差异;实验2通过“颜色穿搭实验”考察学龄前儿童外显颜色性别刻板印象的发展情况。研究结果表明，3-6岁儿童已经存在显著的外显颜色性别刻板印象，并且存在性别差异，其中，女孩比男孩存在更为强烈的颜色性别刻板印象;采用颜色与性别适合性问卷对母亲的颜色性别刻板印象及反刻板印象进行调查。通过2次回归分析发现，母亲颜色性别反刻板印象与儿童内隐颜色性别刻板印象呈负相关。

研究2有效被试53组(儿童及他们的母亲)，采用2个任务检验学龄前儿童内隐、外显颜色性别刻板印象，母亲颜色性别刻板印象、母亲颜色性别反刻板印象对儿童颜色偏好性别差异的影响。结果显示，同西方研究结果一致，我国学龄前儿童也已经拥有显著的粉蓝颜色偏好的性别差异，但儿童自身内隐及外显颜色性别刻板印象以及母亲的颜色性别刻板印象和反刻板印象对儿童颜色偏好的性别差异的影响均不显著。

Gender Stereotype Threat Theory considered that when they realize that their performance in the group may be inconsistent with their own gender, they will perform poorly on the task. Some studies have shown that gender attitudes of others have an impact on the flexibility of creative output, and are negatively correlated. In the process of children's growth, 3-6 years old is the peak period of gender rigidity. They obtain gender information through specific cues and then form gender-stereotypes. Among these cues, color is one of the earliest gender cues they acquire, Children's clothing, toys, teaching aids, scene backgrounds will all convey information to children that color is a visual label of gender. Therefore, when children are assigned color materials that they perceive to be incompatible with their gender, there is a risk that it can affect their performance on a task, or even their creativity. But so far, many studies have focused on the gender differences in color preference among preschool children, and there are few studies on color gender stereotypes.

Therefore, the present study takes 92 children aged 3-6 and their mothers (81 valid participants) from 2 kindergartens in Beijing and Tianjin as the research objects to examine the implicit and explicit stereotypes of color and gender in preschool children. Development at the individual level and the influence of mothers on children's color-gender stereotypes. In addition, 53 children aged 3一6 and their mothers in these two kindergartens were used as the research objects to examine the relationship that children's color gender stereotypes on implicit or explicit level, mothers' color gender-stereotypes or counter-stereotype, and children's stereotypical color likings, respectively. This present study used the Implicit Association Test (IAT) to test implicit color gender stereotypes in preschool children. The test is divided into two levels. The first level explores whether 3一6 years old children already have gender stereotypes about color at the implicit level, and the second level explores whether children's implicit color gender stereotypes are related to gender and age. There are differences between the two factors. The results of the study show that children aged 3-6 already have significant implicit color gender stereotypes, and there is no significant difference in age and gender. The "color dressing experiment" was used to investigate the explicit color gender stereotypes of preschool children. This experiment also explored two questions: whether 3-6 years old children already have color gender stereotypes at the explicit level, and whether there are developmental differences in gender and age. The results of the study show that children aged 3一6 already have significant color gender stereotypes on explicit level, and there are gender differences, girls have stronger color gender stereotypes than boys; Questionnaires are used to investigate the color gender stereotypes of mothers. The effects of color gender impressions and counter-stereotypes on children's implicit and explicit levels of color gender impressions were analyzed. The findings suggest that maternal color gender counter-stereotypes are able to slightly predict children's implicit color gender stereotypes. Two tasks were used to investigate the gender differences in preschool children's color preferences, and to explore the relationship between implicit and explicit color gender stereotypes, mothers' color gender stereotypes, and counter-stereotypes, respectively, and children's stereotypical color likings. The results show that, the same to the western studies, preschool children in China already have significant gender differences in pink and blue color preferences, but children's implicit and explicit color gender stereotypes, as well as mothers' color gender stereotypes and counter-stereotypes were not affected children stereotypical color likings.