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Carpenter TP, Goedderz A, Lai CK. Individual Differences in Implicit Bias Can Be Measured Reliably by Administering the Same Implicit Association Test Multiple Times. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023; 49:1363-1378. [PMID: 35751174 DOI: 10.1177/01461672221099372] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The use of the Implicit Association Test (IAT) as a measure of individual differences is stymied by insufficient test-retest reliability for assessing trait-level constructs. We assess the degree to which the IAT measures individual differences and test a method to improve its validity as a "trait" measure: aggregating across IATs. Across three studies, participants (total n = 960) completed multiple IATs in the same session or across multiple sessions. Using latent-variable models, we found that half of the variance in IAT scores reflects individual differences. Aggregating across multiple IATs approximately doubled the variance explained with explicit measures compared with a single IAT D-score. These findings show that IAT scores contain considerable noise and that a single IAT is inadequate to estimate trait bias. However, aggregation across multiple administrations can correct this and better estimate individual differences in implicit attitudes.
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2
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Kurdi B, Charlesworth TES. A 3D framework of implicit attitude change. Trends Cogn Sci 2023:S1364-6613(23)00126-2. [PMID: 37270388 DOI: 10.1016/j.tics.2023.05.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Revised: 04/29/2023] [Accepted: 05/15/2023] [Indexed: 06/05/2023]
Abstract
According to early theories, implicit (automatic) social attitudes are difficult if not impossible to change. Although this view has recently been challenged by research relying on experimental, developmental, and cultural approaches, relevant work remains siloed across research communities. As such, the time is ripe to systematize and integrate disparate (and seemingly contradictory) findings and to identify gaps in existing knowledge. To this end, we introduce a 3D framework classifying research on implicit attitude change by levels of analysis (individual vs. collective), sources of change (experimental, ontogenetic, and cultural), and timescales (short term vs. long term). This 3D framework highlights where evidence for implicit attitude change is more versus less well established and pinpoints directions for future research, including at the intersection of fields.
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Affiliation(s)
- Benedek Kurdi
- Department of Psychology, Yale University, New Haven, CT 06511, USA.
| | - Tessa E S Charlesworth
- Department of Psychology, Harvard University, Cambridge, MA 02138, USA; Department of Psychology, University of Toronto, Toronto, ON, Canada, M5S 3G3
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3
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Rocca P, Rucci P, Montemagni C, Rossi A, Bertolino A, Aguglia E, Altamura CA, Amore M, Andriola I, Bellomo A, Brasso C, Carpiniello B, Del Favero E, Dell'Osso L, Di Fabio F, Fabrazzo M, Fagiolini A, Giordano GM, Marchesi C, Martinotti G, Monteleone P, Pompili M, Roncone R, Rossi R, Siracusano A, Tenconi E, Vita A, Zeppegno P, Galderisi S, Maj M. Does social cognition change? Evidence after 4 years from the Italian Network for Research on Psychoses. Eur Psychiatry 2023; 66:e10. [PMID: 36628577 PMCID: PMC9970151 DOI: 10.1192/j.eurpsy.2022.2356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND Deficits in social cognition (SC) are significantly related to community functioning in schizophrenia (SZ). Few studies investigated longitudinal changes in SC and its impact on recovery. In the present study, we aimed: (a) to estimate the magnitude and clinical significance of SC change in outpatients with stable SZ who were assessed at baseline and after 4 years, (b) to identify predictors of reliable and clinically significant change (RCSC), and (c) to determine whether changes in SC over 4 years predicted patient recovery at follow-up. METHODS The reliable change index was used to estimate the proportion of true change in SC, not attributable to measurement error. Stepwise multiple logistic regression models were used to identify the predictors of RCSC in a SC domain (The Awareness of Social Inference Test [TASIT]) and the effect of change in TASIT on recovery at follow-up. RESULTS In 548 participants, statistically significant improvements were found for the simple and paradoxical sarcasm of TASIT scale, and for the total score of section 2. The reliable change index was 9.8. A cut-off of 45 identified patients showing clinically significant change. Reliable change was achieved by 12.6% and RCSC by 8% of participants. Lower baseline TASIT sect. 2 score predicted reliable improvement on TASIT sect. 2. Improvement in TASIT sect. 2 scores predicted functional recovery, with a 10-point change predicting 40% increase in the probability of recovery. CONCLUSIONS The RCSC index provides a conservative way to assess the improvement in the ability to grasp sarcasm in SZ, and is associated with recovery.
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Affiliation(s)
- Paola Rocca
- Section of Psychiatry, Department of Neuroscience, University of Turin, Turin, Italy
| | - Paola Rucci
- Department of Biomedical and Neuromotor Sciences, University of Bologna, Bologna, Italy
| | - Cristiana Montemagni
- Section of Psychiatry, Department of Neuroscience, University of Turin, Turin, Italy
| | - Alessandro Rossi
- Section of Psychiatry, Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, L'Aquila, Italy
| | - Alessandro Bertolino
- Department of Neurological and Psychiatric Sciences, University of Bari, Bari, Italy
| | - Eugenio Aguglia
- Psychiatry Unit, Department of Clinical and Molecular Biomedicine, University of Catania, Catania, Italy
| | | | - Mario Amore
- Section of Psychiatry, Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics and Maternal and Child Health, University of Genoa, Genoa, Italy
| | - Ileana Andriola
- Department of Neurological and Psychiatric Sciences, University of Bari, Bari, Italy
| | - Antonello Bellomo
- Psychiatry Unit, Department of Medical Sciences, University of Foggia, Foggia, Italy
| | - Claudio Brasso
- Section of Psychiatry, Department of Neuroscience, University of Turin, Turin, Italy
| | - Bernardo Carpiniello
- Section of Psychiatry, Department of Public Health, Clinical and Molecular Medicine, University of Cagliari, Cagliari, Italy
| | - Elisa Del Favero
- Section of Psychiatry, Department of Neuroscience, University of Turin, Turin, Italy
| | - Liliana Dell'Osso
- Section of Psychiatry, Department of Clinical and Experimental Medicine, University of Pisa, Pisa, Italy
| | - Fabio Di Fabio
- Department of Neurology and Psychiatry, Sapienza University of Rome, Rome, Italy
| | - Michele Fabrazzo
- Department of Psychiatry, University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Andrea Fagiolini
- Department of Molecular Medicine and Clinical Department of Mental Health, University of Siena, Siena, Italy
| | | | - Carlo Marchesi
- Psychiatry Unit, Department of Neuroscience, University of Parma, Parma, Italy
| | - Giovanni Martinotti
- Department of Neuroscience and Imaging, G. D'Annunzio University, Chieti, Italy
| | - Palmiero Monteleone
- Department of Medicine, Surgery and Dentistry "Scuola Medica Salernitana", Section of Neuroscience, University of Salerno, Salerno, Italy
| | - Maurizio Pompili
- Department of Neurosciences, Mental Health and Sensory Organs, S. Andrea Hospital, Sapienza University of Rome, Rome, Italy
| | - Rita Roncone
- Unit of Psychiatry, Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy
| | - Rodolfo Rossi
- Section of Psychiatry, Department of Biotechnological and Applied Clinical Sciences, University of L'Aquila, L'Aquila, Italy
| | - Alberto Siracusano
- Psychiatry and Clinical Psychology Unit, Department of Systems Medicine, Tor Vergata University of Rome, Rome, Italy
| | - Elena Tenconi
- Psychiatric Clinic, Department of Neurosciences, University of Padua, Padua, Italy
| | - Antonio Vita
- Psychiatric Unit, School of Medicine, University of Brescia, Brescia, Italy.,Department of Mental Health, Spedali Civili Hospital, Brescia, Italy
| | - Patrizia Zeppegno
- Psychiatric Unit, Department of Translational Medicine, University of Eastern Piedmont, Novara, Italy
| | - Silvana Galderisi
- Department of Psychiatry, University of Campania "Luigi Vanvitelli", Naples, Italy
| | - Mario Maj
- Department of Psychiatry, University of Campania "Luigi Vanvitelli", Naples, Italy
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König S, Stang-Rabrig J, McElvany N. Adolescents’ implicit attitudes towards people with immigrant background: Differences and correlates. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09722-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
AbstractPeople with an immigrant background can be affected by stereotypes and discrimination. As adolescence is an important developmental stage, this study investigated whether adolescents hold (negative) implicit attitudes towards people with Turkish immigrant background and whether adolescents differ in the extent of attitudes. Additionally, the relevance of perceived discrimination, identification with culture of residence, motivation to act without predjudice, and quality and quantity of contact to people with Turkish immigrant background for the extent of implicit attitudes was analysed. Analyses are based on 244 adolescents (60.7% female, 1.6% diverse; 13.1% with Turkish immigrant background, 16.8% with immigrant background other than Turkish) who participated in an online study. An implicit association test revealed that negative implicit attitudes towards people with a Turkish immigrant background were present among adolescents. Unlike adolescents with a Turkish immigrant background, adolescents without immigrant background and with immigrant background other than Turkish hold negative implicit attitudes on average. For the total sample, it was found that low perceived discrimination was related to negative implicit attitudes. The results are discussed with respect to substantive and methodological aspects. Implications for research and practice are derived.
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Block K, Gonzalez AM, Choi CJX, Wong ZC, Schmader T, Baron AS. Exposure to stereotype-relevant stories shapes children’s implicit gender stereotypes. PLoS One 2022; 17:e0271396. [PMID: 35921291 PMCID: PMC9348658 DOI: 10.1371/journal.pone.0271396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Accepted: 06/29/2022] [Indexed: 11/19/2022] Open
Abstract
Implicit math = male stereotypes have been found in early childhood and are linked to girls’ disproportionate disengagement from math-related activities and later careers. Yet, little is known about how malleable children’s automatic stereotypes are, especially in response to brief interventions. In a sample of 336 six- to eleven-year-olds, we experimentally tested whether exposure to a brief story vignette intervention with either stereotypical, neutral, or counter-stereotypical content (three conditions: math = boy vs. neutral vs. math = girl) could change implicit math-gender stereotypes. Results suggested that children’s implicit math = male stereotypes were indeed responsive to brief stories that either reinforced or countered the widespread math = male stereotype. Children exposed to the counter-stereotypical stories showed significantly lower (and non-significant) stereotypes compared to children exposed to the stereotypical stories. Critically, exposure to stories that perpetuated math = male stereotypes significantly increased math-gender stereotypes over and above baseline, underscoring that implicit gender biases that are readily formed during this period in childhood and even brief exposure to stereotypical content can strengthen them. As a secondary question, we also examined whether changes in stereotypes might also lead to changes in implicit math self-concept. Evidence for effects on implicit self-concept were not statistically significant.
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Affiliation(s)
- Katharina Block
- Department of Psychology, University of Amsterdam, Amsterdam, Noord-Holland, Netherlands
- * E-mail:
| | - Antonya Marie Gonzalez
- Department of Psychology, Western Washington University, Bellingham, Washington, United States of America
| | - Clement J. X. Choi
- Department of Psychology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Zoey C. Wong
- Department of Occupational Sciences and Occupational Therapy, University of Toronto, Toronto, Ontario, Canada
| | - Toni Schmader
- Department of Psychology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Andrew Scott Baron
- Department of Psychology, The University of British Columbia, Vancouver, British Columbia, Canada
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Schmader T, Bareket-Shavit C, Baron AS. Beyond Awareness: The Many Forms of Implicit Bias and Its Implications. PSYCHOLOGICAL INQUIRY 2022. [DOI: 10.1080/1047840x.2022.2106752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Toni Schmader
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Carmelle Bareket-Shavit
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Andrew Scott Baron
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
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7
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Hauser DJ, Schwarz N. Implicit Bias Reflects the Company That Words Keep. Front Psychol 2022; 13:871221. [PMID: 35769747 PMCID: PMC9234450 DOI: 10.3389/fpsyg.2022.871221] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 05/23/2022] [Indexed: 11/13/2022] Open
Abstract
In everyday language, concepts appear alongside (i.e., collocate with) related concepts. Societal biases often emerge in these collocations; e.g., female (vs. male) names collocate with art- (vs. science-) related concepts, and African American (vs. White American) names collocate with negative (vs. positive) concepts. It is unknown whether such collocations merely reflect societal biases or contribute to them. Concepts that are themselves neutral in valence but nevertheless collocate with valenced concepts provide a unique opportunity to address this question. For example, when asked, most people evaluate the concept "cause" as neutral, but "cause" is frequently followed by negative concepts (e.g., death, pain, and trouble). We use such semantically prosodic concepts to test the influence of collocation on the emergence of implicit bias: do neutral concepts that frequently collocate with valenced concepts have corresponding implicit bias? In evaluative priming tasks, participants evaluated positive/negative nouns (Study 1) or pictures (Study 2) after seeing verb primes that were (a) strongly valenced (e.g., hate and comfort), (b) neutral in valence but collocated with valenced concepts in corpora (e.g., ease and gain), or (c) neutral in valence and not collocated with valenced concepts in corpora (e.g., reply and describe). Throughout, neutral primes with positive (negative) collocates facilitated the evaluation of positive (negative) targets much like strongly valenced primes, whereas neutral primes without valenced collocates did not. That neutral concepts with valenced collocates parallel the influence of valenced concepts suggests that their collocations in natural language may be sufficient for fostering implicit bias. Societal implications of the causal embedding hypothesis are discussed.
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Affiliation(s)
- David J. Hauser
- Department of Psychology, Queen’s University, Kingston, ON, Canada
| | - Norbert Schwarz
- Mind and Society Center, Department of Psychology, University of Southern California, Los Angeles, CA, United States
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8
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Abstract
There is a critical disconnect between scientific knowledge about the
nature of bias and how this knowledge gets translated into
organizational debiasing efforts. Conceptual confusion around what
implicit bias is contributes to misunderstanding. Bridging these gaps
is the key to understanding when and why antibias interventions will
succeed or fail. Notably, there are multiple distinct pathways to
biased behavior, each of which requires different types of
interventions. To bridge the gap between public understanding and
psychological research, we introduce a visual typology of bias that
summarizes the process by which group-relevant cognitions are
expressed as biased behavior. Our typology spotlights cognitive,
motivational, and situational variables that affect the expression and
inhibition of biases while aiming to reduce the ambiguity of what
constitutes implicit bias. We also address how norms modulate how
biases unfold and are perceived by targets. Using this typology as a
framework, we identify theoretically distinct entry points for
antibias interventions. A key insight is that changing associations,
increasing motivation, raising awareness, and changing norms are
distinct goals that require different types of interventions targeting
individual, interpersonal, and institutional structures. We close with
recommendations for antibias training grounded in the science of
prejudice and stereotyping.
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9
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Killen M, Burkholder AR, D'Esterre AP, Sims R, Glidden J, Yee KM, Luken Raz KV, Elenbaas L, Rizzo MT, Woodward B, Samuelson A, Sweet TM, Stapleton LM. Testing the effectiveness of the Developing Inclusive Youth program: A multisite randomized control trial. Child Dev 2022; 93:732-750. [PMID: 35612354 PMCID: PMC9179087 DOI: 10.1111/cdev.13785] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 03/24/2022] [Accepted: 04/06/2022] [Indexed: 11/29/2022]
Abstract
The Developing Inclusive Youth program is a classroom-based, individually administered video tool that depicts peer-based social and racial exclusion, combined with teacher-led discussions. A multisite randomized control trial was implemented with 983 participants (502 females; 58.5% White, 41.5% Ethnic/racial minority; Mage = 9.64 years) in 48 third-, fourth-, and fifth-grade classrooms across six schools. Children in the program were more likely to view interracial and same-race peer exclusion as wrong, associate positive traits with peers of different racial, ethnic, and gender backgrounds, and report play with peers from diverse backgrounds than were children in the control group. Many approaches are necessary to achieve antiracism in schools. This intervention is one component of this goal for developmental science.
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Affiliation(s)
- Melanie Killen
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | | | - Alexander P. D'Esterre
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Riley N. Sims
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Jacquelyn Glidden
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Kathryn M. Yee
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Katherine V. Luken Raz
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Laura Elenbaas
- Department of PsychologyUniversity of RochesterRochesterNew YorkUSA
| | | | - Bonnie Woodward
- Department of PsychologyUniversity of MarylandBaltimoreMarylandUSA
| | - Arvid Samuelson
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Tracy M. Sweet
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
| | - Laura M. Stapleton
- Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkMarylandUSA
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10
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Bell SB, Farr R, Ofosu E, Hehman E, DeWall CN. Implicit bias predicts less willingness and less frequent adoption of Black children more than explicit bias. The Journal of Social Psychology 2021; 163:554-565. [PMID: 34749593 DOI: 10.1080/00224545.2021.1975619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In the United States, prospective adoptive parents often express preferences related to race. In two studies, we examined whether implicit racial bias against Black people may contribute to disparities in much less willingness to adopt Black children. The first study (N = 510) assessed individuals' implicit racial bias and their willingness to adopt a Black child. The second study (N = 2,001,652) used U.S. state-level implicit racial bias to predict adoption rates of Black foster children in each U.S. state. Greater implicit racial bias predicted less willingness to adopt Black children and less frequent adoptions of Black foster children. Implicit bias contributed to these disparities above and beyond explicit bias, with implicit bias having a 43% larger effect size than explicit bias on willingness to adopt a Black child. These are the first findings to demonstrate the role implicit bias plays in explaining large disparities between Americans' willingness to adopt Black and White children.
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Affiliation(s)
- Sarah Beth Bell
- The University of Oklahoma Health Sciences Center, Oklahoma, USA
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11
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Chen L, Zhang X, Fan S, Fu L, Zhao J. Effects of Counter-Stereotypes Cognitive Training on Aging Stereotypes in 12- to 13-Year Olds. Front Psychol 2021; 12:693979. [PMID: 34721144 PMCID: PMC8554086 DOI: 10.3389/fpsyg.2021.693979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 09/14/2021] [Indexed: 11/13/2022] Open
Abstract
The purpose of this study was to investigate the effect of counter-stereotypes cognitive training on adolescents' aging stereotypes and to further investigate the best training method to intervene in aging stereotypes by comparing the effect of single and multiple intervention training methods on aging stereotypes and their retention effects. Three experiments examined the different intervention outcomes of different counter-stereotypes cognitive training on adolescent aging stereotypes. The study used a randomized block group experimental design and recruited a total of 183 middle school students for testing. Experiment 1 verified the effect of counter-stereotypes cognitive training by taking a single training task (evaluative conditioning technique), randomly assigning subjects to different conditions (training task or unrelated drawing task), and administering a follow-up test 24h after the posttest. Experiment 2a compared the effects of multiple versus single cognitive training, where we took multiple (adding the counter-stereotypes situational storytelling method) versus single training tasks and administered a follow-up test 72h after the posttest. Experiment 2b increased the number of training sessions based on Experiment 2a, with a second intervention training 72h after the end of the posttest and a follow-up test 72h after the second training. Experimental results suggest that evaluative conditioning techniques are effective in weakening subjects' aging stereotypes, but are less effective in maintaining them. Compared to a single training task, multi-tasking is more effective and the effects of the intervention are maintained for up to a week by increasing the number of training sessions.
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Affiliation(s)
- Li Chen
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Xiaohuan Zhang
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Shuaishuai Fan
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Lezhen Fu
- School of Psychology, Northwest Normal University, Lanzhou, China
| | - Jiaojiao Zhao
- School of Psychology, Northwest Normal University, Lanzhou, China
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12
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D'Esterre AP, Woodward B, Killen M. Children's group identity is related to their assessment of fair and unfair advantages. J Exp Child Psychol 2021; 214:105292. [PMID: 34626925 DOI: 10.1016/j.jecp.2021.105292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Revised: 08/25/2021] [Accepted: 08/26/2021] [Indexed: 10/20/2022]
Abstract
Unfair advantages can be created either intentionally (e.g., cheating) or unintentionally (e.g., unintended benefit). Little is known regarding how children evaluate different types of advantages in situations where group identity and group membership are made salient. To investigate how children's group identity influences their evaluations and attribution of intentions in intergroup contexts, children were presented with three hypothetical advantages (unintentionally unfair, intentionally unfair, and fair) in a competitive context created by either an in-group member or an out-group member. Children (N = 120) were 4-6 years of age (n = 59; Mage = 5.29 years) and 7-10 years of age (n = 61; Mage = 8.34 years), including 64 girls and 56 boys. Participants were 67% European American, 18% African American, 11% Asian American, and 4% Hispanic. All participants were assigned to one of two teams in a contest in order to create an in-group/out-group manipulation prior to their evaluation of the actions. Out-group members viewed unintentional unfair and fair advantages as less acceptable than in-group members, but in-group and out-group members were equally negative in their assessment of an intentional transgression. When reasoning about unintentional and intentional unfair advantages, older children referenced the intentions of the advantage creator to justify their decisions more than younger children, whereas younger children reasoned about the impact of the behavior on their team more than older children. These novel findings shed light on developmental and social factors influencing children's understanding of fairness and intentionality in everyday contexts.
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Affiliation(s)
- Alexander P D'Esterre
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, MD 20742, USA.
| | - Bonnie Woodward
- Department of Psychology, University of Maryland, Baltimore County, Baltimore, MD 21250, USA
| | - Melanie Killen
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, College Park, MD 20742, USA
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13
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Verkuyten M. Group Identity and Ingroup Bias: The Social Identity Approach. Hum Dev 2021. [DOI: 10.1159/000519089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
This article discusses the social identity approach (social identity theory and self-categorization theory) for understanding children’s ingroup biases in attitudes and behaviors. It is argued that developmental research on ingroup bias will be enhanced by more fully considering the implications of this approach. These implications include (a) the conceptualization of group identity, (b) the importance of social reality and children’s epistemic motivation, (c) the role of processes of normative influence and social projection, and (d) the relevance of moral considerations. These four implications have not been fully considered in the developmental literature but indicate that the social identity approach offers the possibility for theoretically integrating and empirically examining various processes involved in children’s ingroup biases.
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14
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Hsu KJ, Lei RF, Bodenhausen GV. Racial preferences in sexual attraction among White heterosexual and gay men: Evidence from sexual arousal patterns and negative racial attitudes. Psychophysiology 2021; 58:e13911. [PMID: 34292613 DOI: 10.1111/psyp.13911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 07/08/2021] [Accepted: 07/09/2021] [Indexed: 11/30/2022]
Abstract
Racial preferences in sexual attraction are highly visible and controversial. They may also negatively impact those who are excluded. It is unclear whether these preferences are merely self-attributed or extend to patterns of experienced sexual arousal. Furthermore, some argue that racial preferences in sexual attraction reflect idiosyncratic personal preferences, while others argue that they are more systematically motivated and reflect broader negative attitudes toward particular races. In two studies, we examined these issues by measuring the sexual arousal patterns and negative racial attitudes of 78 White men in relation to their racial preferences in sexual attraction to White versus Black people. For both White heterosexual men (n = 40; Study 1) and White gay men (n = 38; Study 2), greater racial preferences in sexual attraction to White versus Black people of their preferred gender were associated with more subjective and genital arousal by erotic stimuli featuring White versus Black people of their preferred gender, and with more explicit and implicit negative attitudes toward Black people. Findings suggest that racial preferences in sexual attraction are reflected in patterns of sexual arousal, and they might also be systematically motivated by negative attitudes toward particular races.
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Affiliation(s)
- Kevin J Hsu
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Ryan F Lei
- Department of Psychology, New York University, New York, NY, USA
| | - Galen V Bodenhausen
- Department of Psychology, Northwestern University, Evanston, IL, USA.,Kellogg School of Management, Northwestern University, Evanston, IL, USA
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15
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Steele JR, Lee JJ, Baron AS. Engendering Success in Politics: A Pipeline Problem Requires a Pipeline Solution. PSYCHOLOGICAL INQUIRY 2021. [DOI: 10.1080/1047840x.2021.1930799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
| | - Jessica J. Lee
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Andrew S. Baron
- Department of Psychology, University of British Columbia, Vancouver, Canada
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16
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Degner J, Calanchini J. Age Invariance in Implicit Bias: Alternative Perspectives and Their Implications for the Development of Implicit Cognition. SOCIAL COGNITION 2020. [DOI: 10.1521/soco.2020.38.supp.s135] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Current theories of social cognition assume that implicit bias is influenced by early socialization experiences. To the extent that implicit biases reflect traces of past experiences, they should form slowly over time and grow with repeated experience. However, most research examining implicit bias in children indicates that levels of bias do not vary across age groups (i.e., age invariance). This article reviews the dominant theoretical interpretation of age invariance in implicit bias and considers alternative interpretations for these findings in light of several methodological and theoretical limitations. Specifically, the available evidence cannot distinguish between the effects of cohort versus development, category versus exemplar, attitude activation versus application, ingroup versus outgroup evaluation, or attitude-versus control-oriented processes. When considered from a developmental perspective, these issues suggest plausible alternative interpretations of age invariance, with important implications for understanding the mechanisms underlying the formation of implicit cognition and theories of implicit cognition.
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Wang W, Spinrad TL, Gal-Szabo DE, Laible D, Xiao SX, Xu J, Berger R, Eisenberg N, Carlo G. The relations of White parents' implicit racial attitudes to their children's differential empathic concern toward White and Black victims. J Exp Child Psychol 2020; 199:104928. [PMID: 32693936 DOI: 10.1016/j.jecp.2020.104928] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2020] [Revised: 06/01/2020] [Accepted: 06/02/2020] [Indexed: 11/25/2022]
Abstract
The goal of this study was to investigate the relations between White parents' implicit racial attitudes and their children's racially based bias in empathic concern toward White and Black victims of injustice as well as the moderating role of children's age in this relation. Children aged 5-9 years (N = 190) reported how sorry (i.e., sympathy) and nervous (i.e., personal distress) they felt after watching sympathy-inducing videos in which either a White (non-Hispanic) child or a Black child was teased by peers. Participants' primary caregivers (mostly mothers) completed a computerized Implicit Association Test to assess their implicit racial attitudes. Parents' implicit race bias was associated with their children's reported sympathy toward Black victims and their sympathetic bias (i.e., relative sympathy toward White vs. Black victims); however, results were moderated by children's age. Specifically, parents with higher implicit race bias tended to have children with lower levels of sympathy toward Black victims for younger children and higher levels of sympathetic bias for younger and average-aged children but not for older children. Older children tended to report relatively high levels of sympathy toward Black victims and low levels of sympathetic bias regardless of their parents' implicit attitudes. The importance of parents' implicit attitudes in understanding young children's race-based moral emotional responses and the implications for intervention work are discussed.
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Affiliation(s)
- Wen Wang
- Arizona State University, Tempe, AZ 85287, USA
| | | | | | | | | | - Jingyi Xu
- Arizona State University, Tempe, AZ 85287, USA
| | | | | | - Gustavo Carlo
- University of California, Irvine, Irvine, CA 92697, USA
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Charlesworth TES, Kurdi B, Banaji MR. Children's implicit attitude acquisition: Evaluative statements succeed, repeated pairings fail. Dev Sci 2020; 23:e12911. [DOI: 10.1111/desc.12911] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Revised: 08/27/2019] [Accepted: 10/04/2019] [Indexed: 11/30/2022]
Affiliation(s)
| | - Benedek Kurdi
- Department of Psychology Harvard University Cambridge MA USA
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Abstract
Social categorization is a universal mechanism for making sense of a vast social world with roots in perceptual, conceptual, and social systems. These systems emerge strikingly early in life and undergo important developmental changes across childhood. The development of social categorization entails identifying which ways of classifying people are culturally meaningful, how these categories might be used to predict, explain, and evaluate the behavior of other people, and how one's own identity relates to these systems of categorization and representation. Social categorization can help children simplify and understand their social environment but has detrimental consequences in the forms of stereotyping, prejudice, and discrimination. Thus, understanding how social categorization develops is a central problem for the cognitive, social, and developmental sciences. This review details the multiple developmental processes that underlie this core psychological capacity.
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Affiliation(s)
- Marjorie Rhodes
- Department of Psychology, New York University, New York, NY 10003, USA
| | - Andrew Baron
- Department of Psychology, University of British Columbia, Vancouver, British Columbia V6T 1Z4, Canada
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Eason AE, Kaiser CR, Sommerville JA. Underrepresentation and the Perception of Others’ Racial Attitudes. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2018. [DOI: 10.1177/1948550618788855] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Across two experiments, we investigate racial attitude perceptions in low-diversity environments to explore whether friendships with members of numerically underrepresented groups serve as a stronger indication of individuals’ racial attitudes than friendships with members of the numeric majority. Children aged 7–10 years heard about a Black (Experiment 1) or White (Experiment 2) protagonist befriending two classmates who belonged to either the numeric minority or majority group. When protagonists befriended classmates from the numeric minority rather than the numeric majority, participants inferred racial preferences among Black protagonists who befriended in-group (but not out-group) children and White protagonists who befriended in-group and out-group children. Racial preferences were not assumed when children made inferences about others’ choice of future social partners. This work has implications for understanding how the racial composition of environments may affect perceptions of the same-race and cross-race friendships.
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Affiliation(s)
- Arianne E. Eason
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Cheryl R. Kaiser
- Department of Psychology, University of Washington, Seattle, WA, USA
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Abstract
Abstract. Gender stereotypes that associate science and technology to men more than women create subtle barriers to women’s advancement in these fields. But how do stereotypic associations, when internalized by women, relate to their own sense of fit and organizational commitment? Our research is the first to demonstrate that, among working engineers, women’s own gender stereotypic implicit associations predict lower organizational commitment. In a sample of 263 engineers (145 women), women (but not men) who implicitly associated engineering with men more than women were less committed to their organization. This relationship was mediated by lower self-efficacy and value fit, and not explained by other personality, demographic, or organizational factors. We discuss how internalized cultural biases can constrain women’s experiences in STEM.
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Affiliation(s)
- Katharina Block
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - William M. Hall
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Toni Schmader
- Department of Psychology, The University of British Columbia, Vancouver, BC, Canada
| | - Michelle Inness
- Department of Strategic Management and Organization, Alberta School of Business, University of Alberta, Edmonton, AB, Canada
| | - Elizabeth Croft
- Faculty of Engineering, Monash University, Melbourne, Australia
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Steele JR, George M, Williams A, Tay E. A cross-cultural investigation of children’s implicit attitudes toward White and Black racial outgroups. Dev Sci 2018; 21:e12673. [DOI: 10.1111/desc.12673] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2016] [Accepted: 02/13/2018] [Indexed: 11/30/2022]
Affiliation(s)
| | - Meghan George
- Department of Psychology; York University; Toronto Ontario Canada
| | | | - Elaine Tay
- Department of Psychology; York University; Toronto Ontario Canada
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23
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Pirchio S, Passiatore Y, Panno A, Maricchiolo F, Carrus G. A Chip Off the Old Block: Parents' Subtle Ethnic Prejudice Predicts Children's Implicit Prejudice. Front Psychol 2018; 9:110. [PMID: 29479328 PMCID: PMC5811875 DOI: 10.3389/fpsyg.2018.00110] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Accepted: 01/23/2018] [Indexed: 11/13/2022] Open
Abstract
The increasing flow of immigrants in many European countries and the growing presence of children from immigrant families in schools makes it relevant to study the development of prejudice in children. Parents play an important role in shaping children’s values and their attitudes toward members of other ethnic groups; an intergenerational transmission of prejudice has been found in a number of studies targeting adolescents. The present study aims to investigate the intergenerational transmission of ethnic prejudice in 3- to 9- year-old children and its relations to parenting styles. Parents’ blatant and subtle ethnic prejudice and parenting style are measured together with children’s explicit and implicit ethnic prejudice in pupils and parents of preschool and primary schools in the region of Rome, Italy (N = 318). Results show that parents’ subtle prejudice predicts children’s implicit prejudice regardless of the parenting style. Findings indicate that children might acquire prejudice by means of the parents’ implicit cognition and automatic behavior and educational actions. Implications for future studies and insights for possible applied interventions are discussed.
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Affiliation(s)
- Sabine Pirchio
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | | | - Angelo Panno
- Department of Education, Roma Tre University, Rome, Italy
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Hofstede GJ, Student J, Kramer MR. The status–power arena: a comprehensive agent-based model of social status dynamics and gender in groups of children. AI & SOCIETY 2018. [DOI: 10.1007/s00146-017-0793-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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25
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Payne BK, Vuletich HA, Lundberg KB. The Bias of Crowds: How Implicit Bias Bridges Personal and Systemic Prejudice. PSYCHOLOGICAL INQUIRY 2017. [DOI: 10.1080/1047840x.2017.1335568] [Citation(s) in RCA: 100] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- B. Keith Payne
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Heidi A. Vuletich
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Blanton H, Jaccard J. You Can't Assess the Forest if You Can't Assess the Trees: Psychometric Challenges to Measuring Implicit Bias in Crowds. PSYCHOLOGICAL INQUIRY 2017. [DOI: 10.1080/1047840x.2017.1373550] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Hart Blanton
- Department of Communication, Texas A&M University, College Station, Texas
| | - James Jaccard
- Silver School of Social Work, New York University, New York, New York
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Williams A, Steele JR. Examining Children's Implicit Racial Attitudes Using Exemplar and Category-Based Measures. Child Dev 2017; 90:e322-e338. [PMID: 29115675 DOI: 10.1111/cdev.12991] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The goal of this research was to examine children's implicit racial attitudes. Across three studies, a total of 359 White 5- to 12-year-olds completed child-friendly exemplar (Affective Priming Task; Affect Misattribution Procedure) and category-based (Implicit Association Test) implicit measures of racial attitudes. Younger children (5- to 8-year-olds) showed automatic ingroup positivity toward White child exemplars, whereas older children (9- to 12-year-olds) did not. Children also showed no evidence of automatic negativity toward Black exemplars, despite demonstrating consistent pro-White versus Black bias on the category-based measure. Together, the results suggest that (a) implicit ingroup and outgroup attitudes can follow distinct developmental trajectories, and (b) the spontaneous activation of implicit intergroup attitudes can depend on the salience of race.
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Gibson BL, Rochat P, Tone EB, Baron AS. Sources of implicit and explicit intergroup race bias among African-American children and young adults. PLoS One 2017; 12:e0183015. [PMID: 28957353 PMCID: PMC5619724 DOI: 10.1371/journal.pone.0183015] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2016] [Accepted: 07/29/2017] [Indexed: 11/29/2022] Open
Abstract
Implicit intergroup bias emerges early in development, are typically pro-ingroup, and remain stable across the lifespan. Such findings have been interpreted in terms of an automatic ingroup bias similar to what is observed with minimal groups paradigms. These studies are typically conducted with groups of high cultural standing (e.g., Caucasians in North America and Europe). Research conducted among culturally lower status groups (e.g., African-Americans, Latino-Americans) reveals a notable absence of an implicit ingroup bias. Understanding the environmental factors that contribute to the absence of an implicit ingroup bias among people from culturally lower status groups is critical for advancing theories of implicit intergroup cognition. The present study aimed to elucidate the factors that shape racial group bias among African-American children and young adults by examining their relationship with age, school composition (predominantly Black schools or racially mixed schools), parental racial attitudes and socialization messages among African-American children (N = 86) and young adults (N = 130). Age, school-type and parents’ racial socialization messages were all found to be related to the strength of pro-Black (ingroup) bias. We also found that relationships between implicit and explicit bias and frequency of parents' racial socialization messages depended on the type of school participants attended. Our results highlight the importance of considering environmental factors in shaping the magnitude and direction of implicit and explicit race bias among African-Americans rather than treating them as a monolithic group.
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Affiliation(s)
- Bentley L. Gibson
- Department of Psychology, Georgia Highlands College, Rome, Georgia, United States of America
- * E-mail:
| | - Philippe Rochat
- Department of Psychology, Emory University, Atlanta, Georgia, United States of America
| | - Erin B. Tone
- Department of Psychology, Georgia State University, Atlanta, Georgia, United States of America
| | - Andrew S. Baron
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
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29
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Pun A, Ferera M, Diesendruck G, Kiley Hamlin J, Baron AS. Foundations of infants' social group evaluations. Dev Sci 2017; 21:e12586. [PMID: 28703876 DOI: 10.1111/desc.12586] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2015] [Accepted: 05/15/2017] [Indexed: 01/09/2023]
Abstract
Previous research has suggested that infants exhibit a preference for familiar over unfamiliar social groups (e.g., preferring individuals from their own language group over individuals from a foreign language group). However, because past studies often employ forced-choice procedures, it is not clear whether infants' intergroup preferences are driven by positivity toward members of familiar groups, negativity toward members of unfamiliar groups, or both. Across six experiments, we implemented a habituation procedure to independently measure infants' positive and negative evaluations of speakers of familiar and unfamiliar languages. We report that by 1 year of age, infants positively evaluate individuals who speak a familiar language, but do not negatively evaluate individuals who speak an unfamiliar language (Experiments 1 and 2). Several experiments rule out lower-level explanations (Experiments 3-6). Together these data suggest that children's early social group preferences may be shaped by positive evaluations of familiar group(s), rather than negative evaluations of unfamiliar groups.
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Affiliation(s)
- Anthea Pun
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Matar Ferera
- Department of Psychology, Bar-Ilan University, Ramat-Gan, Tel Aviv, Israel
| | - Gil Diesendruck
- Department of Psychology, Bar-Ilan University, Ramat-Gan, Tel Aviv, Israel
| | - J Kiley Hamlin
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Andrew Scott Baron
- Department of Psychology, University of British Columbia, Vancouver, Canada
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30
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Cvencek D, Fryberg SA, Covarrubias R, Meltzoff AN. Self-Concepts, Self-Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children. Child Dev 2017; 89:1099-1109. [PMID: 28386954 DOI: 10.1111/cdev.12802] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
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.
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31
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Gonzalez AM, Dunlop WL, Baron AS. Malleability of implicit associations across development. Dev Sci 2016; 20. [PMID: 27785857 DOI: 10.1111/desc.12481] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2014] [Accepted: 07/07/2016] [Indexed: 11/28/2022]
Abstract
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.
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Affiliation(s)
| | - William L Dunlop
- Department of Psychology, University of California, Riverside, USA
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32
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Killen M, Rutland A, Yip T. Equity and Justice in Developmental Science: Discrimination, Social Exclusion, and Intergroup Attitudes. Child Dev 2016; 87:1317-36. [DOI: 10.1111/cdev.12593] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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33
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Gonzalez AM, Steele JR, Baron AS. Reducing Children's Implicit Racial Bias Through Exposure to Positive Out-Group Exemplars. Child Dev 2016; 88:123-130. [PMID: 27392212 DOI: 10.1111/cdev.12582] [Citation(s) in RCA: 50] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars. Results showed that children's implicit pro-White bias was reduced following exposure to positive Black exemplars, but only for older children (Mage = ~10 years). Younger children's (Mage = ~7 years) implicit bias was not affected by this intervention. These results suggest developmental differences in the malleability of implicit racial biases and point to possible age differences in intervention effectiveness.
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Qian MK, Heyman GD, Quinn PC, Messi FA, Fu G, Lee K. Implicit Racial Biases in Preschool Children and Adults From Asia and Africa. Child Dev 2015; 87:285-96. [PMID: 26435128 DOI: 10.1111/cdev.12442] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This research used an Implicit Racial Bias Test to investigate implicit racial biases among 3- to 5-year-olds and adult participants in China (N = 213) and Cameroon (N = 257). In both cultures, participants displayed high levels of racial biases that remained stable between 3 and 5 years of age. Unlike adults, young children's implicit racial biases were unaffected by the social status of the other-race groups. Also, unlike adults, young children displayed overt explicit racial biases, and these biases were dissociated from their implicit biases. The results provide strong evidence for the early emergence of implicit racial biases and point to the need to reduce them in early childhood.
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Affiliation(s)
- Miao K Qian
- Hangzhou Normal University.,University of Toronto
| | - Gail D Heyman
- University of California, San Diego.,Zhejiang Normal University
| | | | | | | | - Kang Lee
- University of Toronto.,University of California, San Diego.,Zhejiang Normal University
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35
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Dunham Y, Baron AS, Banaji MR. The development of implicit gender attitudes. Dev Sci 2015; 19:781-9. [DOI: 10.1111/desc.12321] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2014] [Accepted: 04/09/2015] [Indexed: 11/27/2022]
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36
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Baron AS, Dunham Y. Representing ‘Us’ and ‘Them’: Building Blocks of Intergroup Cognition. JOURNAL OF COGNITION AND DEVELOPMENT 2015. [DOI: 10.1080/15248372.2014.1000459] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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