Social coexistence and violence during Turkey’s authoritarian transition

Borsuk, Imren; Levin, Paul T.

doi:10.1080/14683857.2021.1909292

Cited by 1 publication

(1 citation statement)

References 41 publications

(55 reference statements)

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“…Particularly over the last two decades, Turkey has become increasingly authoritarian (e.g., Tansel, 2018) and socioeconomically segregated (Chancel et al, 2022; Ozdogan, 2021). These factors have been linked to changes in societal dynamics (Borsuk & Levin, 2021). For instance, conflictual attitudes toward minority groups have become increasingly apparent in Turkish society in recent years (Balkan et al, 2018; Erdogan, 2014; Kınıklıoğlu, 2020).…”

Section: Methodsmentioning

confidence: 99%

Children intend to teach conventional but not moral norms selectively to ingroup members.

Karadağ¹,

Soley²

2023

Developmental Psychology

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Several studies have investigated factors guiding children's decisions when learning from others, although less is known about factors that govern children's decisions when they transfer knowledge to others. Here we asked whether children would privilege ingroup members when teaching and, if so, whether this tendency would persist when transferring different kinds of information (conventional norms vs. moral norms). In Experiment 1 (N = 24), we first replicated ingroup preference based on minimal group membership with 5-and 6-year-old Turkish children. In Experiment 2 (N = 64), we examined whether children would consider group membership and the type of knowledge to be transferred in their teaching intentions. Children were introduced to two ignorant targets differing in their group membership and were asked to choose one or both of these targets to teach conventional or moral norms. Children were more likely to choose ingroup members for teaching conventional norms and both members when teaching moral norms. Further, this trend was particularly evident among girls. These results suggest that children make flexible teaching decisions considering the social attributes of the learners and raise interesting questions regarding the mechanisms underlying children's information transfer. Public Significance StatementChildren consider various factors when choosing whom to learn from, although much less is known about children's selectivity when teaching others. We show that children intend to teach conventional norms selectively to ingroup members and moral norms to both ingroup and outgroup members. These results suggest that children make flexible teaching decisions taking both the nature of the information and the recipient's social attributes into account and provide further evidence for children's active role in cultural transmission.

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