Grammatical gender and inanimate object categorization in Spanish-English bilingual children

Participant-level data and codebook for a study of whether grammatical gender influences how bilingual children categorize inanimate objects. Fifty-five children aged 5 to 7 years, 45 Spanish-English bilingual and 10 monolingual English speakers, sorted 20 inanimate objects into a stereotypically masculine or feminine bedroom model. Half the objects are grammatically masculine in Spanish and half are grammatically feminine. Each child heard a priming story and all task instructions in either English or Spanish, assigned at random among the bilingual participants. The outcome is the number of objects placed in the bedroom matching the grammatical gender of the object's Spanish noun, out of 20. Spanish exposure was measured by parent report on the LEAP-Q and is treated as a continuous predictor. Collected under IRB protocol 2008-11-0050, "Perception and Language," approved by the Institutional Review Board for the Protection of Human Subjects at The University of Texas at Austin. Written parental permission and written child assent were obtained, with both forms available in English and Spanish. The parental consent form permitted the data to be made available to other researchers without information identifying the child. The file contains no names, dates of birth, dates of testing, school identifiers, or any other direct or indirect identifier. Participant age is not included, having been removed together with date of birth during de-identification. See Codebook.docx for variable definitions and README.md for full provenance.