Young children form generalized attitudes based on a single encounter with an outgroup member

Yu, Chengfei; Qian, Miao; Amemiya, Jamie; Fu, Guosheng; Lee, Kang; Heyman, Gail D.

doi:10.1111/desc.13191

Cited by 7 publications

(4 citation statements)

References 79 publications

(109 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our findings build on prior evidence indicating that the same intervention can have different effects on implicit and explicit racial bias (Qian et al, 2017(Qian et al, , 2020Yu et al, 2021) and raises important questions about why providing identifying information about a single outgroup member is sufficient to reduce explicit bias but not implicit racial bias. One possible reason is that implicit measures use exemplars of the race category (e.g., individual Black faces) as stimuli, while explicit measures assess responses to race categories (e.g., Black people in general), and it may be easier for children to generalize positive attitudes from an individual to the group than from one individual to another.…”

Section: Discussionsupporting

confidence: 80%

“…Participants were randomly assigned to a differentiation condition (N = 33, 15 girls), in which they were asked to play a 2-min coordinated movement game with four Black instructors, and/or a no-differentiation condition (N = 33, 16 girls), in which they were asked to play the same game with only one Black instructor for the same amount of time. We did not include an additional control condition with same race individuals in light of prior research documenting no effect of such interactions on implicit bias (Qian et al, 2017(Qian et al, , 2019bYu et al, 2021).…”

Section: Participantsmentioning

confidence: 99%

See 1 more Smart Citation

Individuating multiple (not one) persons reduces implicit racial bias

Qian

Heyman

et al. 2022

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Individuation training that helps humans see multiple other-race targets as distinct rather than as interchangeable can reduce children’s implicit racial bias in the form of more negative other-race associations than own-race associations. However, little is known about which aspects of these interventions are critical for their effectiveness. The present research examines whether children need to learn to differentiate among multiple other-race individuals for these interventions to reduce their level of implicit racial bias, or whether differentiating a single other-race individual is sufficient. We addressed this question among 4-to-6-year-old Chinese children (N = 66, 31 girls) who engaged in coordinated movement with Black instructors for 2 min. There were two between-subject conditions: in a differentiation condition, there were four different Black instructors, and children had to learn to tell them apart, and in a no-differentiation condition, there was only one Black instructor. Implicit bias was measured using the IRBT, an implicit association test that was developed based on the IAT but is appropriate for young children. We found a reduction in implicit bias against Black people after this interaction in the differentiation condition, but not in the no-differentiation condition. These findings suggest that learning to differentiate among multiple other-race individuals plays a critical role in reducing children’s implicit racial bias.

show abstract

Section: Discussionsupporting

confidence: 80%

Section: Participantsmentioning

confidence: 99%

Individuating multiple (not one) persons reduces implicit racial bias

Qian

Heyman

et al. 2022

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Note however that direct contact can also have unintended consequences. For example, contact can lead to more positive explicit attitudes, but more negative implicit attitudes (Yu et al, 2021): given that implicit attitudes are a predictor of behavior (Kurdi et al, 2019), it can be inferred that contact may also in some cases worsen intergroup behavior. For instance, negative (e.g., threatening) conditions or expectations can translate into negative contact, which can have detrimental effects on intergroup relations (Schafer et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Let's stay close: An examination of the effects of imagined contact on behavior toward children with disability

et al. 2022

View full text Add to dashboard Cite

In line with current developments in indirect intergroup contact literature, we conducted a field study using the imagined contact paradigm among high‐status (Italian children) and low‐status (children with foreign origins) group members (N = 122; 53 females, mean age = 7.52 years). The experiment aimed to improve attitudes and behavior toward a different low‐status group, children with disability. To assess behavior, we focused on an objective measure that captures the physical distance between participants and a child with disability over the course of a five‐minute interaction (i.e., while playing together). Results from a 3‐week intervention revealed that in the case of high‐status children imagined contact, relative to a no‐intervention control condition, improved outgroup attitudes and behavior, and strengthened helping and contact intentions. These effects however did not emerge among low‐status children. The results are discussed in the context of intergroup contact literature, with emphasis on the implications of imagined contact for educational settings.

show abstract

“…Positive D scores indicate implicit gender–toy stereotype knowledge of associating boys with boy-typed toys and girls with girl-typed toys. Recent research using similar methods in the domain of race has shown that children’s D scores are not influenced by their ability to manage the task or shift between the congruent and incongruent pairings (C. Yu et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Children’s implicit gender–toy association development varies across cultures.

Qian,

Wong,

Nabbijohn

et al. 2023

Developmental Psychology

Self Cite

View full text Add to dashboard Cite

Gender-stereotyped beliefs develop early in childhood and are thought to increase with age based on prior research that was primarily carried out in Western cultures. Little research, however, has examined cross-cultural (in)consistencies in the developmental trajectory of gender-stereotyped beliefs. The present study examined implicit gender–toy stereotypes among 4- to 9-year-olds (N = 1,013; 49.70% girls) in Canada, China, and Thailand. Children from all three cultures evidenced implicit gender–toy stereotypes over this developmental period, but cultural differences in the developmental pattern and strength of these stereotypes were apparent. Gender–toy stereotypes were relatively strong and stable across age groups among Thai children and relatively weak and stable across age groups among Chinese children. Canadian 4- to 5-year-old children displayed weaker stereotypes, whereas 6- to 9-year-olds displayed stronger stereotypes. These findings highlight the contribution of culture to children’s gender stereotype development. Although gender–toy stereotypes were found among 4- to 9-year-olds in all three cultures examined here, the strength of these stereotypes varies by culture. Furthermore, the previously described increase in gender stereotyping over this developmental period appears to not apply across cultures, thus challenging the conventional view on development in this domain based on prior, mainly Western, research.

show abstract

Young children form generalized attitudes based on a single encounter with an outgroup member

Cited by 7 publications

References 79 publications

Individuating multiple (not one) persons reduces implicit racial bias

Individuating multiple (not one) persons reduces implicit racial bias

Let's stay close: An examination of the effects of imagined contact on behavior toward children with disability

Children’s implicit gender–toy association development varies across cultures.

Contact Info

Product

Resources

About