Children's sociolinguistic evaluations of nice foreigners and mean Americans.

Kinzler, Katherine D.; DeJesus, Jasmine M.

doi:10.1037/a0028740

Cited by 83 publications

(46 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consistent with previous research on accent as a salient social marker for guiding children"s preferences Kinzler & Dejesus, 2013;Souza et al, 2013;Wagner et al, 2014), the findings of this study revealed accent is a highly salient marker for guiding children"s resource distribution decisions. Findings also revealed the effect of accent differed as a function of children"s age.…”

Section: Discussionsupporting

confidence: 79%

“…However, there still remains a lack of investigation regarding salient unfamiliar in-group/out-group recipients based upon social category differences. Despite literature demonstrating that accent is a highly salient social marker for children in guiding their preferences and inferences (Kinzler, Corriveau, & Harris, 2011;Kinzler & Dejesus, 2013;Souza et al, 2013;Wagner, Dunfield, & Rohrbeck, 2014), as well as a stronger guiding factor when pitted against race (Kinzler et al, 2009), accent has never been investigated in the context of children"s resource giving behaviour nor has the relative saliency of social categories by directly pitting them against one another.…”

Section: Introductionmentioning

confidence: 99%

“…Given literature on resource distribution has demonstrated that older children strongly favour fairness (e.g., Fehr et al, 2008;Shaw & Olson, 2012), it is not yet known how an in-group bias in resource distribution may continue to develop across children"s age and how the tension between a desire to be fair and an in-group bias may interact. Thirdly, research has established children are constantly weighing up different pieces Advances in Social Science,Education and Humanities Research,volume 139 of information in their social evaluations of others (e.g., Cooley & Killen, 2015;Killen, 2007;Kinzler & Dejesus, 2013). As a result, the most recent research on children"s resource distribution behaviour places a large focus on the expectations, status perceptions and morality behind children"s distribution decisions (e.g., Elenbaas, Rizzo, Cooley, & Killen, 2016;Renno & Shutts, 2015;Rutland & Killen, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Spence¹,

Imuta²

2018

Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)

View full text Add to dashboard Cite

This study investigated children"s resource distribution decisions based upon photographs of unfamiliar children that differed in race and accent. Photographs were presented to children with accompanying audio. Seventy-six White 5-to 12-year-old children were given three coins to distribute to pairs of recipients, with an option to be fair by discarding a resource. However, results revealed fairness was not a prominent strategy for children. Children below 7-years-old gave selectively more coins to their race and accent in-group whilst children aged 7-to 8-yearsold gave selectively more coins to their accent in-group only when it was paired with the outgroup race. Children over the age of 9 consistently gave more coins to their accent in-group despite the racial category. It was concluded that for children 9 years of age and older, accent is a stronger social marker than race in guiding their resource distribution decisions.

show abstract

Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Spence¹,

Imuta²

2018

Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)

View full text Add to dashboard Cite

show abstract

“…On the other hand, one-sample t-tests reveal that most ratings by either of the groups are significantly different from the middle value 3 in the 5-point Likert scale with the exception of the ratings for the Filipino set by the control group which yielded a marginally significant outcome (t = 1.929, p = 0.067, df = 22, d = 2.48, large effect size) and the GenAm set rating by the same group (t = 0.838, p = 0.411, df = 21, d = 5.59, large effect size) indicating that most participants are not indifferent towards the English varieties targeted. This confirms findings that suggest kindergarteners' development of social awareness and preference by age six (Kinzler et al 2009;Kinzler and DeJesus 2013). The ratings for the four accents all incline towards the positive end of the Likert scale.…”

Section: Social Context -Verbal Guise Techniquesupporting

confidence: 77%

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

Leung

Young-Scholten

2013

Applied Linguistics Review

View full text Add to dashboard Cite

Generative linguistics has long been concerned with the linguistic competence of the “ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly” (Chomsky 1965: 3). Research in formal-linguistics-based second language acquisition takes as its starting point the second language (L2) speaker's underlying mental representation. Here the factors of interest are influence of the learner's native language and, in generative SLA, the operation of innate linguistic mechanisms (Universal Grammar). Similar to methodology in formal syntax, lxSLA adopts techniques such as grammaticality judgment, comprehension and perception tasks supplementing spontaneously produced oral data. While there may be individual differences in oral production, tasks that tap learners' mental representations reveal commonalities across learners from a given native language background with the same amount/ type of exposure and age of initial L2 exposure. When it comes to phonology, age has long been a central factor with numerous comparative studies showing younger learners far outperforming older learners (see Piske et al. 2001). This paper discusses a case of possible non-acquisition by L2 children who had had considerable exposure to the L2. Children's non-acquisition is only apparent, and this allows us to consider the value of lxSLA methodology on the one hand, and and raises issues about what might be lacking in the current socio-SLA paradigm, on the other. We argue that only when we return to the cooperation that marked its birth in the 1960s will we have a comprehensive picture of SLA.

show abstract

“…A growing body of research has shown that monolingual children demonstrate robust social preferences for their native language and accent over unfamiliar languages and accents (e.g., Day, 1980; Dailey, Giles, & Jansma, 2005; Kinzler & DeJesus, 2013a; Kinzler, Shutts, DeJesus, & Spelke, 2009), as well as preferences for monolingual over bilingual individuals (Byers-Heinlein, Behrend, Said, Girgis, & Poulin-Dubois, 2016). For instance, monolingual White children with American accents selected potential friends who matched their accent but not their race (i.e., American-accented Black children) rather than children who matched their race but not their accent (i.e., French-accented White children; Kinzler et al, 2009).…”

mentioning

confidence: 99%

Bilingual children’s social preferences hinge on accent

DeJesus

Hwang

Dautel

et al. 2017

Journal of Experimental Child Psychology

Self Cite

View full text Add to dashboard Cite

Past research finds that monolingual and bilingual children prefer native speakers to individuals who speak in unfamiliar foreign languages or accents. Do children in bilingual contexts socially distinguish among familiar languages and accents and, if so, how do their social preferences based on language and accent compare? The present studies tested whether 5- to 7- year-old children in two bilingual contexts in the United States demonstrate social preferences among the languages and accents that are present in their social environments. We compared children’s preferences based on language (i.e., English versus their other native language) and their preferences based on accent (i.e., English with a native accent versus English with a non-native, yet familiar, accent). In Experiment 1, children attending a French immersion school demonstrated no preference between English and French speakers, but preferred American-accented English to French-accented English. In Experiment 2, bilingual Korean-American children demonstrated no preference between English and Korean speakers, but preferred American-accented English to Korean-accented English. Across studies, bilingual children’s preferences based on accent (i.e., American-accented English over French- or Korean-accented English) was not related to their own language dominance. These results suggest that children from diverse linguistic backgrounds demonstrate social preferences for native-accented speakers. Implications for understanding the potential relation between social reasoning and language acquisition are discussed.

show abstract

Children's sociolinguistic evaluations of nice foreigners and mean Americans.

Cited by 83 publications

References 53 publications

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Age-Related Changes in Children's Resource Giving: How Social Categories and Fairness Considerations Influence Distribution Decisions

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

Bilingual children’s social preferences hinge on accent

Contact Info

Product

Resources

About