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Park JH, Jin KS. The sense of belonging reduces ingroup favoritism in children. Front Psychol 2022; 13:1059415. [DOI: 10.3389/fpsyg.2022.1059415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Accepted: 11/04/2022] [Indexed: 12/05/2022] Open
Abstract
Belonging is an important motive for intergroup behavior. Adults display pronounced ingroup favoritism when the sense of inclusion by an ingroup is decreased or threatened. The present study investigated whether ingroup belonging reduces ingroup favoritism in 6-year-old children in terms of costly sharing. Children were allocated to a novel group in a minimal-group paradigm. In two conditions, children played a brief ball-tossing game and were either included (ingroup-inclusion condition) or excluded (ingroup-exclusion condition) by their ingroup members. Children in a no-interaction condition did not have any interactions with the members of the ingroup. After this manipulation, we tested the extent to which children shared resources with ingroup and outgroup members. We found that children in the ingroup-exclusion and no-interaction conditions shared more resources with their ingroup member than their outgroup member, while children in the ingroup-inclusion condition shared equally with the ingroup and outgroup members. These results could inform interventions aimed at fostering positive intergroup relations.
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Does disgust-eliciting propaganda shape children's attitudes toward novel immigrant groups? Acta Psychol (Amst) 2022; 231:103790. [PMID: 36370675 DOI: 10.1016/j.actpsy.2022.103790] [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: 02/14/2022] [Revised: 10/24/2022] [Accepted: 10/30/2022] [Indexed: 11/11/2022] Open
Abstract
Propaganda frequently leverages themes of dirtiness and disease to foster negative attitudes toward marginalized social groups. Although history suggests that this tactic is highly successful, empirical evidence is required to evaluate propaganda's potential efficacy. Inspired by previous evidence that children rapidly form attitudes about social groups, we conducted an exploratory investigation into whether 5- to 9-year-olds' (N = 48) judgments of novel foreign groups could be swayed by visually depicting one of these groups as disgusting in poster-sized illustrations. Across a wide battery of tasks, there was no clear indication that children readily internalize messages from propaganda in evaluating members of novel social groups. This finding held regardless of the type of disgustingness that was depicted in the propaganda, and generalized across the age range we investigated. Overall, our results are encouraging in a practical sense, suggesting that children are not easily swayed by negative misrepresentations of immigrants in propaganda.
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Takamatsu R. Empathy and group processes in Japanese preschool children: The odd one out among friends receives less empathic concern than out-groups. J Exp Child Psychol 2022; 221:105460. [DOI: 10.1016/j.jecp.2022.105460] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 04/16/2022] [Accepted: 04/19/2022] [Indexed: 11/15/2022]
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4
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Chalik L, Over H, Dunham Y. Preschool children weigh accuracy against partisanship when seeking information. J Exp Child Psychol 2022; 220:105423. [DOI: 10.1016/j.jecp.2022.105423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 03/02/2022] [Accepted: 03/03/2022] [Indexed: 10/18/2022]
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Kushnir T. Imagination and social cognition in childhood. WIRES COGNITIVE SCIENCE 2022; 13:e1603. [PMID: 35633075 PMCID: PMC9539687 DOI: 10.1002/wcs.1603] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 04/30/2022] [Accepted: 05/04/2022] [Indexed: 11/11/2022]
Abstract
Imagination is a cognitive process used to generate new ideas from old, not just in the service of creativity and fantasy, but also in our ordinary thoughts about alternatives to current reality. In this article, I argue for the central function of imagination in the development of social cognition in infancy and childhood. In Section 1, I review a work showing that even in the first year of life, social cognition can be viewed through a nascent ability to imagine the physical possibilities and physical limits on action. In Section 2, I discuss how imagination of what should happen is appropriately constrained by what can happen, and how this influences children's moral evaluations. In the final section, I suggest developmental changes in imagination—especially the ability to imagine improbable events—may have implications for social inference, leading children to learn that inner motives can conflict. These examples point to a flexible and domain‐general process that operates on knowledge to make social meaning. This article is categorized under:Psychology > Development and Aging Cognitive Biology > Cognitive Development Philosophy > Knowledge and Belief
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Affiliation(s)
- Tamar Kushnir
- Department of Psychology and Neuroscience Duke University Durham North Carolina USA
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6
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Schleihauf H, Herrmann E, Fischer J, Engelmann JM. How children revise their beliefs in light of reasons. Child Dev 2022; 93:1072-1089. [PMID: 35383921 DOI: 10.1111/cdev.13758] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
We investigate how the ability to respond appropriately to reasons provided in discourse develops in young children. In Study 1 (N = 58, Germany, 26 girls), 4- and 5-, but not 3-year-old children, differentiated good from bad reasons. In Study 2 (N = 131, Germany, 64 girls), 4- and 5-year-old children considered both the strength of evidence for their initial belief and the quality of socially provided reasons for an alternative view when deciding whether to change their minds. Study 3 (N = 80, the United States, 42 girls, preregistered) shows that 4- and 5-year-old children also consider meta-reasons (reasons about reasons) in their belief revision. These results suggest that by age 4, children possess key critical thinking capacities for participating in public discourse.
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Affiliation(s)
- Hanna Schleihauf
- Department of Psychology, University of California, Berkeley, Berkeley, California, USA.,Cognitive Ethology Laboratory, German Primate Center-Leibniz Institute for Primate Research, Göttingen, Germany.,Department for Primate Cognition, Georg-August-University Göttingen, Göttingen, Germany.,Leibniz ScienceCampus Primate Cognition, Göttingen, Germany
| | | | - Julia Fischer
- Cognitive Ethology Laboratory, German Primate Center-Leibniz Institute for Primate Research, Göttingen, Germany.,Department for Primate Cognition, Georg-August-University Göttingen, Göttingen, Germany.,Leibniz ScienceCampus Primate Cognition, Göttingen, Germany
| | - Jan M Engelmann
- Department of Psychology, University of California, Berkeley, Berkeley, California, USA
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Stengelin R, Toppe T, Kansal S, Tietz L, Sürer G, Henderson AME, Haun DBM. Priming third-party social exclusion does not elicit children's inclusion of out-group members. ROYAL SOCIETY OPEN SCIENCE 2022; 9:211281. [PMID: 35116151 PMCID: PMC8790344 DOI: 10.1098/rsos.211281] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
This study investigates how culture and priming 3- to 7-year-old children (N = 186) with third-party social exclusion affects their subsequent inclusion of out-group members. Children in societies that tend to value social independence (Germany, New Zealand) and interdependence (Northern Cyprus) were randomly assigned to minimal groups. Next, they watched video stimuli depicting third-party social exclusion (exclusion condition) or neutral content (control condition). We assessed children's recognition of the social exclusion expressed in the priming videos and their understanding of the emotional consequences thereof. We furthermore assessed children's inclusion behaviour in a ball-tossing game in which participants could include an out-group agent into an in-group interplay. Children across societies detected third-party social exclusion and ascribed lower mood to excluded than non-excluded protagonists. Children from Germany and New Zealand were more likely to include the out-group agent into the in-group interaction than children from Northern Cyprus. Children's social inclusion remained unaffected by their exposure to third-party social exclusion primes. These results suggest that children from diverse societies recognize social exclusion and correctly forecast its negative emotional consequences, but raise doubt on the notion that social exclusion exposure affects subsequent social inclusion.
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Affiliation(s)
- R. Stengelin
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
- Leipzig Research Center for Early Child Development, University of Leipzig, Jahnallee 59, 04109 Leipzig, Germany
| | - T. Toppe
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
| | - S. Kansal
- Faculty of Education, University of Leipzig, Marschnerstr. 31, 04109 Leipzig, Germany
| | - L. Tietz
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
| | - G. Sürer
- Faculty of Education, University of Leipzig, Marschnerstr. 31, 04109 Leipzig, Germany
| | - A. M. E. Henderson
- School of Psychology, University of Auckland, 23 Symonds St, Auckland 1010, New Zealand
| | - D. B. M. Haun
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany
- Leipzig Research Center for Early Child Development, University of Leipzig, Jahnallee 59, 04109 Leipzig, Germany
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Abstract
How do humans intuitively understand the structure of their society? How should psychologists study people's commonsense understanding of societal structure? The present chapter seeks to address both of these questions by describing the domain of "intuitive sociology." Drawing primarily from empirical research focused on how young children represent and reason about social groups, we propose that intuitive sociology consists of three core phenomena: social types (the identification of relevant groups and their attributes); social value (the worth of different groups); and social norms (shared expectations for how groups ought to be). After articulating each component of intuitive sociology, we end the chapter by considering both the emergence of intuitive sociology in infancy as well as transitions from intuitive to reflective representations of sociology later in life.
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Affiliation(s)
- Kristin Shutts
- Department of Psychology, University of Wisconsin-Madison, Madison, WI, United States.
| | - Charles W Kalish
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, United States
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Babik I, Gardner ES. Factors Affecting the Perception of Disability: A Developmental Perspective. Front Psychol 2021; 12:702166. [PMID: 34234730 PMCID: PMC8255380 DOI: 10.3389/fpsyg.2021.702166] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 05/31/2021] [Indexed: 11/22/2022] Open
Abstract
Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.
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Affiliation(s)
- Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, United States
| | - Elena S Gardner
- Department of Psychological Science, Boise State University, Boise, ID, United States
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Nasie M, Diesendruck G. What children want to know about in‐ and out‐groups, and how knowledge affects their intergroup attitudes. SOCIAL DEVELOPMENT 2020. [DOI: 10.1111/sode.12408] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Meytal Nasie
- The MOFET Institute Tel Aviv Israel
- Department of Special Education Levinsky College of Education Tel Aviv Israel
| | - Gil Diesendruck
- Department of Psychology Bar‐Ilan University Ramat Gan Israel
- Gonda Brain Research Center Bar‐Ilan University Ramat Gan Israel
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Sudo M, Farrar J. Theory of mind understanding, but whose mind? Affiliation with the target is related to children’s false belief performance. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100869] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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12
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Dunlea JP, Heiphetz L. Children's and adults' understanding of punishment and the criminal justice system. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2020. [DOI: 10.1016/j.jesp.2019.103913] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Skinner AL, Olson KR, Meltzoff AN. Acquiring group bias: Observing other people's nonverbal signals can create social group biases. J Pers Soc Psychol 2019; 119:824-838. [PMID: 31524429 DOI: 10.1037/pspi0000218] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Evidence of group bias based on race, ethnicity, nationality, and language emerges early in the life span. Although understanding the initial acquisition of group bias has critical theoretical and practical implications, precisely how group biases are acquired has been understudied. In two preregistered experiments, we tested the hypothesis that generalized social group biases can be acquired through exposure to positive nonverbal signals directed toward a novel adult from one group and more negative nonverbal signals directed toward a novel adult from another group. We sought to determine whether children would acquire global nonverbal signal-consistent social group biases that extended beyond their explicit social preferences, by measuring children's preferences, imitation, and behavioral intentions. Supporting our preregistered hypotheses, preschool-age participants favored small and large groups whose member received positive nonverbal signals, relative to groups whose member received more negative nonverbal signals. We also replicated prior work indicating that children will acquire individual target biases from the observation of biased nonverbal signals. Here we make the case that generalized social group biases can be rapidly and unintentionally transmitted on the basis of observational learning from nonverbal signals. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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The role of intergroup biases in children's endorsement of information about novel individuals. J Exp Child Psychol 2018; 179:291-307. [PMID: 30562635 DOI: 10.1016/j.jecp.2018.11.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2018] [Revised: 11/10/2018] [Accepted: 11/11/2018] [Indexed: 11/23/2022]
Abstract
A great body of evidence suggests that children are remarkably selective in accepting information from different sources. Yet, very few studies have focused on children's learning about the attributes of others. In three experiments, we examined how 6- and 7-year-olds' ingroup and outgroup biases about novel target individuals and their biases to follow ingroup informants interact in social learning contexts. Overall, children exhibited a positivity bias, accepting positive testimony about ingroup and outgroup targets, but this bias was significantly higher for ingroup targets. Furthermore, whereas children accepted the positive testimony about ingroup targets regardless of the informant's group membership, children selectively relied on ingroup informants when endorsing information about outgroup targets. These results suggest that children's existing biases interact with their acquisition of knowledge in complex ways and shape their social evaluations. These findings may have important implications for developing strategies to prevent negative biases against outgroup individuals among children.
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Over H, McCall C. Becoming us and them: Social learning and intergroup bias. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2018. [DOI: 10.1111/spc3.12384] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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