Measuring implicit attitudes of 4-year-olds: The Preschool Implicit Association Test

Cvencek, Dario; Greenwald, Anthony G.; Meltzoff, Andrew N.

doi:10.1016/j.jecp.2010.11.002

Cited by 127 publications

(149 citation statements)

References 28 publications

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“…For this measure, we elected to administer a developmentally appropriate Implicit Association Test (IAT) (Baron and Banaji 2006;Cvencek et al 2011). Clarifying the relationship between implicit processes and explicit beliefs has been a generative topic of study within social psychology more broadly.…”

Section: Incorporation Of An Implicit Measurementioning

confidence: 99%

“…To make the task appropriate for children, we made three main modifications similar to those detailed in Baron and Banaji (2006) and Cvencek et al (2011): stimuli in the IAT were pictures rather than printed words, two large response buttons were provided, and total number of trials was reduced by 20 % (from 180 to 144 trials). Boy and girl images were black-and-white photographs of children's faces (5 boys and 5 girls; one boy and one girl were Btargets,^and the remaining images were test pictures), and truck and doll images were black-and-white photographs of each type of toy (5 trucks and 5 dolls; one truck and doll were Btargets,^and the remaining images were test pictures).…”

Section: Implicit Association Testmentioning

confidence: 99%

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Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

Meyer

Gelman

2016

Sex Roles

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Psychological essentialism is a set of lay beliefs about categories, according to which certain categories are seen as natural and arising from an inborn, causal force or Bessence.Ŝ ocial categories, including gender, are often essentialized by both adults and children. The current study examines how gender essentialism relates to other gender-relevant beliefs and preferences, in both a child sample (5-to 7-year-olds) and an adult sample (the children's parents). Children's and parents' essentialism predicted children's gender-typed preferences, but not children's prescriptive stereotyping. In contrast, parents' essentialism predicted their own prescriptive stereotyping, but not their gender-typed preferences. Implications of these findings are discussed in the contexts of (a) past findings linking essentialism with stereotyping and (b) the practical implications of developmental shifts in the correlates of essentialism, including ways in which stereotyping and rigid beliefs about gender may be reduced.

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Section: Incorporation Of An Implicit Measurementioning

confidence: 99%

Section: Implicit Association Testmentioning

confidence: 99%

Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

Meyer

Gelman

2016

Sex Roles

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“…Multiple experiments show that children are quick to affiliate with particular groups based on minimal criteria (blue team vs. red team). By 4 years, they are prompt to manifest out-group gender or racial stereotypes and other implicit group attitude biases toward others (Cvencek, Greenwald, & Meltzoff, 2011). From approximately 7 years, children also begin to manifest active ostracism and social rejection in order to affirm one's own group affiliation and identity (Aboud, 1988;Nesdale, 2008).…”

Section: Tertiary Intersubjectivity: Co-consciousness and Group Identmentioning

confidence: 99%

Empathy≠sharing: Perspectives from phenomenology and developmental psychology

Zahavi

Rochat

2015

Consciousness and Cognition

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We argue that important insights regarding the topic of sharing can be gathered from phenomenology and developmental psychology; insights that in part challenge widespread ideas about what sharing is and where it can be found. To be more specific, we first exemplify how the notion of sharing is being employed in recent discussions of empathy, and then argue that this use of the notion tends to be seriously confused. It typically conflates similarity and sharing and, more generally speaking, fails to recognize that sharing proper involves reciprocity. As part of this critical analysis, we draw on sophisticated analyses of the distinction between empathy and emotional sharing that can be found in early phenomenology. Next, we turn to developmental psychology. Sharing is not simply one thing, but a complex and many-layered phenomenon. By tracing its early developmental trajectory from infancy and beyond, we show how careful psychological observations can help us develop a more sophisticated understanding of sharing than the one currently employed in many discussions in the realm of neuroscience. In our conclusion, we return to the issue of empathy and argue that although empathy does not involve or entail sharing, empathy understood as a basic sensitivity to and understanding of others (rather than as a special prosocial concern for others) might be a precondition for sharing.

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“…Degner & Wentura, 2010;Newheiser & Olson, 2012;Rutland, Cameron, Milne, & McGeorge, 2005;Sinclair, Dunn, & Lowery, 2005). Other social topics of investigation have included gender attitudes (Cvencek, Greenwald, & Meltzoff, 2011;Skowronski & Lawrence, 2001), attitudes towards bullying (Van Goethem, Scholte, & Wiers, 2010) and attitudes toward peers with mental health problems (O'Driscoll, Heary, Hennessy, & McKeague, 2012). While the majority of these studies included samples of children in middle childhood and adolescence, research has demonstrated that children as young as 3 years display detectable attitudes to images of people with different body shapes (Thomas, Burton-Smith, & Ball, 2007).…”

Section: The Implicit Association Testmentioning

confidence: 99%

Using implicit measures to explore children’s intergroup attitudes: methodological and practical considerations for researchers

McKeague

O'Driscoll

Hennessy

et al. 2013

International Journal of Social Research Methodology

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In recent years, implicit measures of attitude have emerged as increasingly important methods in research with adults; however, they have been used less often in research with children or adolescents. The present article seeks to initiate wider discussion on the potential for using implicit measures with young people by providing readers with an introduction to their use in child and adolescent research on intergroup attitudes and offering some guidance to researchers who are considering their use. The article initially explains the nature of implicit measures and then discusses in greater depth three measures that have been used with children. Psychometric and ethical issues (e.g. reliability, validity and use of deception) relevant to utilising implicit measures are then discussed and this is followed by a section detailing some practical considerations when using implicit measures. The final section of the article considers the current standing of implicit measures in work with children and makes suggestions for future research directions.

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Measuring implicit attitudes of 4-year-olds: The Preschool Implicit Association Test

Cited by 127 publications

References 28 publications

Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

Gender Essentialism in Children and Parents: Implications for the Development of Gender Stereotyping and Gender-Typed Preferences

Empathy≠sharing: Perspectives from phenomenology and developmental psychology

Using implicit measures to explore children’s intergroup attitudes: methodological and practical considerations for researchers

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