 Relations to other inquirers. Gender differences in knowledge can be reduced if differently gendered people participate in inquiry together. Each gender can take on testimony what the other can acquire through direct experience. Each may also learn how to exercise imaginative projection more effectively, and to take up the perspective of another gender. However, gender norms influence the terms on which men and women communicate (Kalbfleisch 1995). In some contexts, women are not allowed to speak, or their questions, comments, and challenges are ignored, interrupted, and systematically distorted, or they aren’t accepted as experts. Gendered norms of conversation and epistemic authority thus influence the ability of knowledge practices to incorporate the knowledge of men and women into their processes of inquiry. Feminist epistemologists explore how gender norms distort the dissemination of testimony and relations of cognitive authority among inquirers (Addelson 1983; Code 1991; Fricker 2007) and how the social relations of inquirers could be reformed, especially with regard to the allocation of epistemic authority, so as to enable more successful practices of inquiry (Jones 2002; Longino 1990; Nelson 1990, 1993).