Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity

Family economic deprivation and self-esteem among preschoolers

Previous studies have established a negative correlation between economic deprivation and self-esteem; however, limited insights exist regarding the onset of children linking self-esteem to economic status. To investigate this, we examined 198 preschoolers (96 girls and 102 boys) and their parents (170 mothers and 28 fathers). We assessed children's implicit and explicit self-esteem, whereas parents' reported on both personal relative deprivation and the family's economic objective deprivation. In addition, we explored children's money knowledge as a moderator. Our findings reveal that preschoolers may connect their implicit self-esteem with family economic status; however, such connections require basic knowledge about money. We discuss potential explanations for the influence of family economic deprivation, specifically on the implicit-not explicit-self-esteem of preschoolers.

Gender stereotypes regarding power and niceness in Japanese children

Belief in gendered social power imbalance (i.e. males are more powerful than females) leads to undesirable gender disparities, but little is known about the developmental origins of this belief, especially in Eastern cultures. We investigated the development onset of this belief by focusing on 4-7-year-old Japanese children while considering another belief (females are nicer than males) for comparison. In the dyadic context tasks, children saw pairs of animated characters depicting powerful-powerless or kind-unkind postures and judged the characters' gender (boy or girl). Results suggested both 'nice = female' and 'powerful = female' gender stereotypes in children. In the collective context tasks, children were presented with stories in occupational contexts, including multiple unspecified people and verbal cues, describing more explicitly the powerful and nice traits of the protagonists. The results replicated the 'nice = female' gender stereotype. Moreover, early 'powerful = male' gender stereotypes were seen in 6-year-old boys but not among girls in general. These findings demonstrate that Japanese children's beliefs regarding gender differences in power vary depending on the context in which male-female interactions are presented. Additionally, the study reveals that signs of the 'powerful = male' social power gender stereotype emerge around the age of 6.

Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood

Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, and girls showed lower self-esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self-esteem than boys. Although both types of self-esteem were positively associated with academic achievement, implicit self-esteem was associated more strongly with language than with math achievement. Discussion is provided about why self-esteem relates to academic achievement during childhood.

What if parental love is conditional …? Children's self-esteem profiles and their relationship with parental conditional regard and self-kindness

BACKGROUND

Numerous studies have demonstrated that low, unstable, or contingent self-esteem negatively affects youth development and is linked to adolescent psychopathology. However, most previous studies have applied variable-oriented approaches, and less is known about the natural combination of self-esteem facets in school-aged adolescents, how parental conditional regard affects self-esteem profiles, and how these profiles relate to self-kindness, self-judgement, and life satisfaction.

METHODS

By employing a longitudinal person-oriented approach (i.e., latent profile analysis and latent transition analysis) on two-wave longitudinal data from 587 German secondary school students (52.3% female, Mage=13.52 years), this study aims to (1) identify adolescents' self-esteem profiles based on the level, stability, and contingency of self-esteem; (2) examine the impact of parental conditional regard on the self-esteem profiles explained using self-determination theory; and (3) examine these profiles' relationship with self-kindness, self-judgement, and life satisfaction.

RESULTS

Four self-esteem profiles were derived: optimal-secure (~ 8%), good (~ 18%), average (~ 36%), and low-insecure (~ 38%). The results reveal a concerningly high proportion as well as a high stability of low-insecure self-esteem (~ 98%) and indicate the strong negative influence of parental conditional regard on the development of optimal-secure self-esteem. Furthermore, the results demonstrate strong correlations between optimal-secure self-esteem, highly developed self-kindness, and high life satisfaction.

CONCLUSIONS

Using a longitudinal person-oriented approach, it was possible to identify a group with highly vulnerable self-esteem, characterised by particularly low self-kindness, strong self-judgment, and lower life satisfaction. The findings of this study support the need for prevention and intervention targeting adolescents with low-insecure self-esteem.

Differentiating Between Us & Them: Reduced In-Group Bias as a Novel Mechanism Linking Childhood Violence Exposure with Internalizing Psychopathology

Strong in-group bonds, facilitated by implicit favoritism for in-group members (i.e., in-group bias), promote mental health across development. Yet, we know little about how the development of in-group bias is shaped by early-life experiences. Childhood violence exposure is known to alter social information processing biases. Violence exposure may also influence social categorization processes, including in-group biases, in ways that influence risk for psychopathology. We examined associations of childhood violence exposure with psychopathology and behavioral and neural indices of implicit and explicit bias for novel groups in children followed longitudinally across three time points from age 5 to 10 years old (n = 101 at baseline; n = 58 at wave 3). To instantiate in-group and out-group affiliations, youths underwent a minimal group assignment induction procedure, in which they were randomly assigned to one of two groups. Youth were told that members of their assigned group shared common interests (in-group) and members of the other group did not (out-group). In pre-registered analyses, violence exposure was associated with lower implicit in-group bias, which in turn was associated prospectively with higher internalizing symptoms and mediated the longitudinal association between violence exposure and internalizing symptoms. During an fMRI task examining neural responses while classifying in-group and out-group members, violence-exposed children did not exhibit the negative functional coupling between vmPFC and amygdala to in-group vs. out-group members that was observed in children without violence exposure. Reduced implicit in-group bias may represent a novel mechanism linking violence exposure with the development of internalizing symptoms.

Amblyopia and the whole child

Amblyopia is a disorder of neurodevelopment that occurs when there is discordant binocular visual experience during the first years of life. While treatments are effective in improving visual acuity, there are significant individual differences in response to treatment that cannot be attributed solely to difference in adherence. In this considerable variability in response to treatment, we argue that treatment outcomes might be optimized by utilizing deep phenotyping of amblyopic deficits to guide alternative treatment choices. In addition, an understanding of the broader knock-on effects of amblyopia on developing visually-guided skills, self-perception, and quality of life will facilitate a whole person healthcare approach to amblyopia.

Predicting resilience during the COVID-19 Pandemic in the United Kingdom: Cross-sectional and longitudinal results

Although the COVID-19 pandemic has impacted the psychological wellbeing of some people, there is evidence that many have been much less affected. The Ecological Model of Resilience (EMR) may explain why some individuals are not resilient whilst others are. In this study we test the EMR in a comparison of UK survey data collected from the COVID-19 Psychological Research Consortium (C19PRC) longitudinal study of a representative sample of the United Kingdom (UK) adult population and data from an Italian arm of the study. We first compare data from the third wave of the UK arm of the study, collected in July/August 2020, with data from an equivalent sample and stage of the pandemic in Italy in July 2020. Next, using UK longitudinal data collected from C19PRC Waves 1, 3 and 5, collected between March 2020 and April 2021 we identify the proportion of people who were resilient. Finally, we examine which factors, drawn from the EMR, predict resilient and non-resilient outcomes. We find that the 72% of the UK sample was resilient, in line with the Italian study. In the cross-sectional logistic regression model, age and self-esteem were significantly associated with resilience whilst death anxiety thoughts, neuroticism, loneliness, and Post Traumatic Stress Disorder (PTSD) symptoms related to COVID-19 were significantly associated with Non-Resilient outcomes. In the longitudinal UK analysis, at Wave 5, 80% of the sample was Resilient. Service use, belonging to wider neighbourhood, self-rated health, self-esteem, openness, and externally generated death anxiety were associated with Resilient outcomes. In contrast, PTSD symptoms and loneliness were associated with Non-Resilient outcomes. The EMR effectively explained the results. There were some variables which are amenable to intervention which could increase resilience in the face of similar future challenges.

Lower implicit self-esteem as a pathway linking childhood abuse to depression and suicidal ideation

Identifying the potential pathways linking childhood abuse to depression and suicidal ideation is critical for developing effective interventions. This study investigated implicit self-esteem-unconscious valenced self-evaluation-as a potential pathway linking childhood abuse with depression and suicidal ideation. A sample of youth aged 8-16 years (N = 240) completed a self-esteem Implicit Association Test (IAT) and assessments of abuse exposure, and psychopathology symptoms, including depression, suicidal ideation, anxiety, and externalizing symptoms. Psychopathology symptoms were re-assessed 1-3 years later. Childhood abuse was positively associated with baseline and follow-up depression symptoms and suicidal ideation severity, and negatively associated with implicit self-esteem. Lower implicit self-esteem was associated with both depression and suicidal ideation assessed concurrently and predicted significant increases in depression and suicidal ideation over the longitudinal follow-up period. Lower implicit self-esteem was also associated with baseline anxiety, externalizing symptoms, and a general psychopathology factor (i.e. p-factor). We found an indirect effect of childhood abuse on baseline and follow-up depression symptoms and baseline suicidal ideation through implicit self-esteem. These findings point to implicit self-esteem as a potential mechanism linking childhood abuse to depression and suicidal ideation.

Neural processing of moral content reflects moral identity in 10-year-old children

Middle childhood seems to be crucial for the emergence of a moral identity, that is, an evaluative stance of how important it is for someone's sense of self to be moral. This study investigates the effects of moral identity on the neural processing of moral content in 10-year-old children. Participants were presented with scenes portraying prosocial and antisocial behavior, while electroencephalographic responses were collected. Analyses of event-related potentials (ERPs) showed that, for children with a strong moral identity, antisocial scenes elicited a greater early posterior negativity (EPN) as compared to prosocial scenes. Thus, for children with a strong moral identity, antisocial scenes capture more attentional resources than prosocial ones in early processing stages. In contrast to previous findings with adults, the implicit moral self-concept was not related to any ERP differences. Overall, the results show that, even in its developmental emergence, moral identity relates to the neurocognitive processing of third-party moral content. Together, the study supports the social-cognitive model of the development of moral identity a based on a chronical activation of moral schemas that guide a person's perception of the social world. This article is protected by copyright. All rights reserved.

Group cohesiveness in children free-play activity: A social network analysis

Despite the ethnic diversity and presence of Amerindian communities in all Brazilian states, the indigenous population suffers from a long process of invisibility and stereotyping. Aiming to increase interethnic associations, together with Mbya-Guarani leaders we promoted interventions in which indigenous and non-indigenous children shared free playtime. We hypothesised that free play activity would stimulate group cohesiveness, mitigating ethnic group avoidance in children's playgroups. Twenty-one Mbya-Guarani and 61 non-indigenous children participated in two "Encounters for Play." We recorded children's social interactions during the free playtimes. We selected the first and last 10 minutes of each encounter and performed scans every 30s registering spatial proximity (children who were up to 1 m of each other) and play. Then, we applied Social Network Analysis to explore the children's association pattern at the beginning and end of playtime in each encounter. Our results show free play activity was effective in stimulating group cohesiveness. Children' proximity association pattern and playgroup configuration changed between clips, and there was a significant correlation between both categories' associations. We conclude that the encounters have potential applicability as an intervention to mitigate ethnic group avoidance in children.

Development of Math Attitudes and Math Self-Concepts: Gender Differences, Implicit-Explicit Dissociations, and Relations to Math Achievement

Three hundred and ninety-one children (195 girls; M_age  = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit-explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.

How Can People Express Their Trait Self-Esteem Through Their Faces in 3D Space?

BACKGROUND

Trait self-esteem reflects stable self-evaluation, and it affects social interaction patterns. However, whether and how trait self-esteem can be expressed through behaviors are controversial. Considering that facial expressions can effectively convey information related to personal traits, the present study investigated the three-dimensional (3D) facial movements related to self-esteem level and the sex differences therein.

METHODS

The sample comprised 238 participants (46.2% males, 53.8% females). Their levels of trait self-esteem were evaluated by employing the Rosenberg Self-Esteem Scale (SES) (47.9% low self-esteem, 52.1% high self-esteem). During self-introductions, their facial movements in 3D space were recorded by Microsoft Kinect. Two-way ANOVA was performed to analyze the effect of self-esteem and gender on 3D facial movements. Additionally, Logistic regression models were established to describe the relationship between 3D facial movements and self-esteem levels in both genders.

RESULTS

The results of two-way ANOVA revealed a main effect of trait self-esteem level for cheeks and lips' movements. Meanwhile, there was a significant interaction between trait self-esteem and gender on the variability of lips' movements. In addition, the combination of facial movements can effectively identify trait self-esteem in men and women, with 75.5 and 68% accuracy, respectively.

CONCLUSION

The present results suggest that the 3D facial expressions of individuals with different trait self-esteem levels were different, and such difference is affected by gender. Our study explores a possible way in which trait self-esteem plays a role in social interaction and also provides the basis for automatic self-esteem recognition.

Enhancing same-gender imitation by highlighting gender norms in Chinese pre-school children

Children selectively imitate in-group over outgroup individuals under certain experimental conditions. We investigated whether this bias applies to gender in-groups in China. Three- and five-year-olds were shown how to operate novel objects by same-gender and opposite-gender models. Results indicate that the combination of verbally highlighting the gender identity of the model (e.g., 'I am a girl') and making gender norms explicit (e.g., 'girls play this way') significantly enhances high-fidelity imitation. This 'double social effect' was more robust in 5-year-olds than 3-year-olds. Our results underscore how language about gender and the norms for gender-based groups influence behavioural imitation. The pattern of findings enhances our knowledge about pre-schoolers' social learning and imitation as well as the powerful influence of language and group norms on children's voluntary actions and learning.

Early implicit-explicit discrepancies in self-esteem as correlates of childhood depressive symptoms

This longitudinal study examined early social-cognitive markers that might be associated with the emergence of childhood depression and anxiety. At 5 years of age, 137 children completed an implicit self-esteem measure. At 9 years of age, the same children completed measures of implicit self-esteem, explicit self-esteem, depression, and anxiety. Two novel findings emerged. First, higher implicit self-esteem at age 5 than explicit self-esteem at age 9 (implicit > explicit discrepancy) was associated with depressive symptoms at age 9, but not with symptoms of anxiety. Second, this cross-age implicit > explicit discrepancy was associated with depressive symptoms more strongly than was the same implicit > explicit discrepancy measured concurrently at age 9. The overall pattern suggests that the appearance of depressive symptoms in children is associated with discrepancies between implicit and explicit self-esteem and not just lower levels of implicit self-esteem or lower levels of explicit self-esteem taken alone. It is the direction and discrepancy across time that is particularly informative, such that discrepancies between early implicit representations and later explicit reports of self-worth reflect a developmental pathway associated with elevated risk for depressive symptoms. Taken altogether, this study illustrates the benefits of combining work in developmental, child-clinical, and social psychology to provide a more complete view of the developing child. We believe that combining implicit and explicit measures of self-esteem across developmental time points can be used to examine early markers of depression in children at younger ages than typically possible with explicit measures alone.

Children's implicit food cognition: Developing a food Implicit Association Test

Assessing children's reasoning about food, including their health knowledge and their food preferences, is an important step toward understanding how health messages may influence children's food choices. However, in many studies, assessing children's reasoning relies on parent report or could be susceptible to social pressure from adults. To address these limitations, the present study describes the development of a food version of the Implicit Association Test (IAT). The IAT has been used to examine children's implicit stereotypes about social groups, yet few studies have used the IAT in other domains (such as food cognition). Four- to 12-year-olds (n = 123) completed the food IAT and an explicit card sort task, in which children assessed foods based on their perception of the food's healthfulness (healthy vs. unhealthy) and palatability (yummy vs. yucky). Surprisingly, children demonstrated positive implicit associations towards vegetables. This pattern may reflect children's health knowledge, given that the accuracy of children's healthfulness ratings in the card sort task positively predicted children's food IAT d-scores. Implications for both food cognition and the IAT are discussed.

Implicit Social Cognition

In the last 20 years, research on implicit social cognition has established that social judgments and behavior are guided by attitudes and stereotypes of which the actor may lack awareness. Research using the methods of implicit social cognition has produced the concept of implicit bias, which has generated wide attention not only in social, clinical, and developmental psychology, but also in disciplines outside of psychology, including business, law, criminal justice, medicine, education, and political science. Although this rapidly growing body of research offers prospects of useful societal applications, the theory needed to confidently guide those applications remains insufficiently developed. This article describes the methods that have been developed, the findings that have been obtained, and the theoretical questions that remain to be answered.

Study of the relationship between implicit and explicit stigmas associated with mental illness

The emergence of the Implicit Association Test (IAT) has encouraged the study of the implicit stigma associated with mental illness in recent years, although further research is still needed in this area. A sample (n = 102) composed of psychology students and people from the general population completed explicit stigma tests: Attribution Questionnaire-9 (AQ-9), Social Distance Scale (DS) and a Spanish version of the IAT. A statistical analysis of sociodemographic measures and variables, and the relationships between explicit and implicit evidence, was carried out. The presence of implicit and explicit stigma was observed throughout the sample. Significantly lower AQ-9 scores were found in the student group. A greater desire for social distance was related to older age, belonging to the general population group and not having a diagnosed relative. In contrast, greater implicit stigma was found in people who had a family member with a diagnosis. No relationship was observed between explicit tests and IAT. An analysis of the main components revealed one implicit component and other explicit. Our study supports the existence of a stigma model with two different dimensions. These findings highlight the need to consider explicit and also implicit stigma, in future theoretical models and applied studies.

The Gendered Family Process Model: An Integrative Framework of Gender in the Family

This article reviews and integrates research on gender-related biological, cognitive, and social processes that take place in or between family members, resulting in a newly developed gendered family process (GFP) model. The GFP model serves as a guiding framework for research on gender in the family context, calling for the integration of biological, social, and cognitive factors. Biological factors in the model are prenatal, postnatal, and pubertal androgen levels of children and parents, and genetic effects on parent and child gendered behavior. Social factors are family sex composition (i.e., parent sex, sexual orientation, marriage status, sibling sex composition) and parental gender socialization, such as modeling, gender-differentiated parenting, and gender talk. Cognitive factors are implicit and explicit gender-role cognitions of parents and children. Our review and the GFP model confirm that gender is an important organizer of family processes, but also highlight that much is still unclear about the mechanisms underlying gender-related processes within the family context. Therefore, we stress the need for (1) longitudinal studies that take into account the complex bidirectional relationship between parent and child gendered behavior and cognitions, in which within-family comparisons (comparing behavior of parents toward a boy and a girl in the same family) are made instead of between-family comparisons (comparing parenting between all-boy families and all-girl families, or between mixed-gender families and same-gender families), (2) experimental studies on the influence of testosterone on human gender development, (3) studies examining the interplay between biology with gender socialization and gender-role cognitions in humans.

Group Membership, Group Change, and Intergroup Attitudes: A Recategorization Model Based on Cognitive Consistency Principles

The present article introduces a model based on cognitive consistency principles to predict how new identities become integrated into the self-concept, with consequences for intergroup attitudes. The model specifies four concepts (self-concept, stereotypes, identification, and group compatibility) as associative connections. The model builds on two cognitive principles, balance–congruity and imbalance–dissonance, to predict identification with social groups that people currently belong to, belonged to in the past, or newly belong to. More precisely, the model suggests that the relative strength of self-group associations (i.e., identification) depends in part on the (in)compatibility of the different social groups. Combining insights into cognitive representation of knowledge, intergroup bias, and explicit/implicit attitude change, we further derive predictions for intergroup attitudes. We suggest that intergroup attitudes alter depending on the relative associative strength between the social groups and the self, which in turn is determined by the (in)compatibility between social groups. This model unifies existing models on the integration of social identities into the self-concept by suggesting that basic cognitive mechanisms play an important role in facilitating or hindering identity integration and thus contribute to reducing or increasing intergroup bias.

Implicit theories concerning the intelligence of individuals with Down syndrome

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to malleable (incremental theory), is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive) the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers, and other scientists focusing on intellectual disabilities or social cognition.

A Long-Term Effect of Perceptual Individuation Training on Reducing Implicit Racial Bias in Preschool Children

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, M_age  = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children.

The Development of Implicit Self-Esteem During Emerging Adulthood

Emerging adulthood is one of the most important life stages for self and identity development. The present research tracked the development of implicit self-esteem during emerging adulthood at both the group and individual levels. We used the implicit association test to assess implicit self-esteem with the improved D score as the index. We surveyed 327 students each year from the beginning of their first year of university until their graduation, with an extra assessment run in the middle of the first year. First-order autoregressive structural equation modeling indicated that implicit self-esteem remained quite stable during the university years in terms of rank-order stability. Latent growth modeling showed that implicit self-esteem decreased slightly during the university years with females initially manifesting a higher level. These findings enrich our understanding of implicit self-esteem and its development as well as self-construction during emerging adulthood.

Stereotype Threat Among Girls

Effects of stereotype threat on math performance have been well-documented among college women; however, the prevalence among adolescent girls is less well-known. Further, the moderating role of gender identity and effects of stereotype threat on high achieving girls in math is unknown. This study tested the effects of a stereotype threat condition (vs. control group) among middle school girls in standard and honors math classes and examined gender identity as a moderator. Students ( N = 498) completed pre- and post-questionnaires and a math test as part of a stereotype threat experiment. Gender identity moderated effects of stereotype threat on math discounting, disengagement, attitudes, and performance, but whether gender identity was a protective or risk factor differed by math education context (honors math and standard math classes). Gender identity was protective for girls in honors math for attitudes, discounting, and disengagement but was a risk factor for math performance. Gender identity was a risk factor for disengagement and math attitudes among girls in standard math classes, but was a buffer for math performance. Results suggest the need to examine protective and risk properties of gender identity importance for adolescent girls and the need to examine stereotype threat within educational contexts. Stereotype threat can be reduced through interventions; thus, educators and practitioners can collaborate with social scientists to implement widespread interventions in K–12 schools. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317711412 . Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Is Trypophobia a Phobia?

In the past 10 years, thousands of people have claimed to be affected by trypophobia, which is the fear of objects with small holes. Recent research suggests that people do not fear the holes; rather, images of clustered holes, which share basic visual characteristics with venomous organisms, lead to nonconscious fear. In the present study, both self-reported measures and the Preschool Single Category Implicit Association Test were adapted for use with preschoolers to investigate whether discomfort related to trypophobic stimuli was grounded in their visual features or based on a nonconsciously associated fear of venomous animals. The results indicated that trypophobic stimuli were associated with discomfort in children. This discomfort seemed to be related to the typical visual characteristics and pattern properties of trypophobic stimuli rather than to nonconscious associations with venomous animals. The association between trypophobic stimuli and venomous animals vanished when the typical visual characteristics of trypophobic features were removed from colored photos of venomous animals. Thus, the discomfort felt toward trypophobic images might be an instinctive response to their visual characteristics rather than the result of a learned but nonconscious association with venomous animals. Therefore, it is questionable whether it is justified to legitimize trypophobia.

Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children

Minority and majority elementary school students from a Native American reservation (N = 188; K-fifth grade; 5- to 10-year-olds) completed tests of academic self-concepts and self-esteem. School grades, attendance, and classroom behavior were collected. Both minority and majority students exhibited positive self-esteem. Minority students demonstrated lower academic self-concepts and lower achievement than majority students. Two age-related patterns emerged. First, minority students had lower academic achievement than majority students, and this effect was stronger in older (Grades 3-5) than in younger (Grades K-2) students. Second, children's actual achievement was related to their academic self-concepts for older students but more strongly linked to self-esteem in younger students. The authors offer a developmental account connecting students' developing self-representations to their school achievement.

Gender stereotypes about intellectual ability emerge early and influence children’s interests

Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women’s pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are “really, really smart.” Also at age 6, girls begin to avoid activities said to be for children who are “really, really smart.” These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children’s interests.

"Catching" Social Bias

Identifying the origins of social bias is critical to devising strategies to overcome prejudice. In two experiments, we tested the hypothesis that young children can catch novel social biases from brief exposure to biased nonverbal signals demonstrated by adults. Our results are consistent with this hypothesis. In Experiment 1, we found that children who were exposed to a brief video depicting nonverbal bias in favor of one individual over another subsequently explicitly preferred, and were more prone to behave prosocially toward, the target of positive nonverbal signals. Moreover, in Experiment 2, preschoolers generalized such bias to other individuals. The spread of bias observed in these experiments lays a critical foundation for understanding the way that social biases may develop and spread early in childhood.

Malleability of implicit associations across development

The prevalence of implicit intergroup bias in adults underscores the importance of knowing when during development such biases are most amenable to change. Although research suggests that implicit intergroup bias undergoes little change across development, no studies have directly examined whether developmental differences exist in the capacity for novel implicit associations to form or change. The present study examined this issue among children ages 5-12. Results from over 800 children provided evidence that novel implicit associations formed quickly, regardless of child age, association type (evaluative or non-evaluative) or the target of the association (social or non-social). Moreover, the magnitude of these changes was comparable across conditions. Coupled with similar findings among adults, these data underscore the importance of first impressions in shaping implicit intergroup bias and provide further evidence that the acquisition of implicit associations is governed by a domain-general mechanism that may be fully in place by age 5.