Lecture 12 Flashcards

1
Q

What type of prejudice do children typically exhibit: Ingroup favouritism or outgroup derogation?

A

Ingroup favourtism. Children are pretty neutral to the outgroup, which can still lead to negative consequences. Most children think “What is similar to me is good” but not “What is dissimilar is bad”

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2
Q

When does ingroup favouritism develop?

A

Around aged 5.

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3
Q

What is outgroup derogation?

A

Strong, negative feelings towards the outgroup.

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4
Q

What was the study by Aboud done on childrens ingroup favouritism?

A

White participants were given 3 boxes each with pictures of different children: white, black, and indigenous. Children asked about adjectives and were asked to put pics in the box that matches the child (ex: naughty. Which child is naughty?), Children had options to place in multiple boxes or only 1. If there were more positive than negative attitudes, that represents a bias towards that childs group. More negative than positive indicates derogation of group.

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5
Q

What were the result of Aboud’s study?

A

Ingroup evaluations: 5-6 year olds demonstrated ingroup favouritism, under 5 did not.
Outgroup: no bias demonstrated among any group.

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6
Q

What was Clark and Clark’s study done on outgroup favouritism among minority children?

A

Doll preference. Asked children questions like which doll is nice? Which would you play with? Black children preferred white dolls and rejected black dolls. Group favouritism depends on the society you live in.

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7
Q

What was Spence’s study done on outgroup favouritism among minority children?

A

133 black and white children were shown 5 drawings of children: skin colour ranged from dark to light. The instructions were to show me the dumb, mean, smart child etc.

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8
Q

What were the results of Spence et als study?

A

White children: associated light children with positive adjectives, and dark children with negative. Black children also showed a (not as strong) bias favouring whiteness. No difference between 4-5 and 9-10 year olds.

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9
Q

What was the study done by Hamlin et al on infants and outgroup derogation?

A

9-14 month olds, where the infant either prefers green beans or graham crackers. Watch a puppet show where 1 character prefers green beans and one prefers graham crackers. The second show demonstrates that either similar or dissimilar puppet needs help. Other character he’s or harms. Infant can then either play with the helper or the harmer.

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10
Q

What were the results of Hamlin et als study?

A

Both 9-14 month olds preferred the helper puppet (helping the similar character) over the one that harmed. Both also preferred the character that harmed the dissimilar puppet over the one that helped.

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11
Q

What is the prejudice “Drop off?”

A

Prejudice peaks around aged 5-7 and then drops off. Why? Children at that age do not understand perspective OR maybe its about social desirability (explicit drops off, implicit remains).

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12
Q

What was Dunham et al’s study on implicit attitudes across the lifespan?

A

Participants: Children aged 3-14 and adults (18+). Measured: Guess the race of the ambiguous face, faces are either happy or angry. Do emotional expressions sway participants guesses towards one race or another?

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13
Q

What were the results of Dunham et al’s study?

A

White americans are more likely to characterize angry faces as black and Asia. Results did not differ with age. Tawainese participants were more likely to classify angry faces as white. Black: angry faces characterized as both black and white equally.

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14
Q

Why are some children prejudiced?

A

Genes, cognitive development, and socialization

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15
Q

How are genes related to prejudice?

A

Prejudice has genetic components (eg: RWA and conservatism). If parents are higher, then children are too (prejudice is 50% heritable).

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16
Q

What was the study by Verweij et al on genes and prejudice?

A

Took 4269 pairs of twins. Completed measures of homophobia, then assess resemblance between mono and dizygotic twins. Statistical modelling to see if prejudice was genetic or environmental.

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17
Q

What was the variance in homophobia scores caused by according to Verweij et al?

A
  • 36% additive genetic
  • 18% shared environement
  • 46% non-shared environment
18
Q

What are some ways that our cognitive development can cause prejudice?

A

Stranger distress, egocentrism, categorization, viewing people as individuals, moral development.

19
Q

What is the idea of stranger distress?

A

Babies aged 9-12 months old demonstrate distress to anyone who looks different. This is steady across the lifespan, but instead it’s not everyone whos different, but someone they haven’t seen before.

20
Q

What is egocentrism?

A

Children assume that everyone sees the world as they do. Avoidance of different people and different interests.

21
Q

How does categorization change across the lifespan?

A

First is based on perceptual similarities and differences (skin colour, language, hair texture), then is based on internal qualities (ex: Social group membership) Around age 7.

22
Q

What happens after age 7 when we begin viewing people as individuals?

A

The idea that it’s not just me, there are other individuals. Cetegories do not make up the whole person. Decline in explicit prejudice.

23
Q

What is the idea behind moral development?

A

Older children have this-equality and fariness, understand that inequality/unfairness is not right. Might be internalized (drop off in explicit prejudice).

24
Q

What is the idea of Developmental Intergroup Theory?

A

Environements that make certain group members salient cause children to be more likely to categorize based on group membership.

25
Q

What was Hillard and Liben’s study on developmental intergroup theory?

A

3-5 year old kids. Over a 2 week period teachers either made gender salient in the classroom or not. Measured: Attitudes, biases, and preferences before and after 2 week period. Used pictures of occupations (who should be doing this job). Also asked for classmate evaluations

26
Q

What were the results of Hillard and Liben’s study?

A

High Salience: Increased gender stereotypes, less positive ratings of other gendered peers, and less play. This did not happen with low gender salience. Degree of categorization depends on environment.

27
Q

What is the idea of Social Learning Theory?

A

Children learn biases from parents, peers, culture, and the media.

28
Q

What is direct teaching?

A

Child is rewarded for prejudiced behaviour (rarely happens).

29
Q

What is indirect teaching?

A

Children are observing others and learning from them

30
Q

What is modelling?

A

See the behaviour, then model it (kid does it).

31
Q

What is symbolic modelling?

A

See a behaviour, do it, but not modeled by someone immediate (example: see a TV character do something).

32
Q

What is vicarious learning?

A

Child sees someone else rewarded for prejudice.

33
Q

What was the study done by Sinclair et al on parent and child prejudice?

A

It was found that they aren’t as strongly related, but why? Looked at identification with one;s parents. 4th and 5th grade kids. Implicit and explicit measures of bias and identification with parents. Also assessed parental explicit attitudes.

34
Q

What were the results of Sinclair et al’s study?

A

Implicit: High identification with parents show consistency in implicit attitudes between parent and child. Low identification: high in implicit prejudice regardless of parents attitudes. Implicit bias is normally high. Explicit: High Identification shows same as implicit. Low identification demonstrates an attitude that is opposite from parents-rejection of parents attitudes (only happens on explicit level).

35
Q

What is the outcome of sexism in the media?

A

Girls endorse more traditional gender roles and prefer traditional occupations. Increased gender stereotyping in both boys and girls.

36
Q

What is the outcome of gender atypical books?

A

Reduction of gender stereotypes and alter career goals to be less traditional.

37
Q

What did Peter and Valkenburg look at with regards to pornography and sexism?

A

Exposure to sexual content and the view of women as a sex object. Porn ranged from non-explicit to explicit.. Also had different types.

38
Q

What were the results of Peter and Valkenburgs study?

A

Exposure to explicit/implicit porn associated with a greater tendency to view women as sex objects. Greatest: was online videos, for both males and females.

39
Q

What did Hughes et al look at with regards to whether or not we should teach children about racism?

A

Gave biographical lessons about 12 historical figures (6 black, and 6 white) to Americans aged 6-11. Lessons provided information about racism, and they assessed racial defensiveness, guilt, views about racial groups, and valuing of racial fairness.

40
Q

What were the results of Hughes et al’s study?

A

Saw differences for white kids, but not for black. History lessons predicted better outcomes for reducing racism, more racial defensiveness (due to cognitive dissonance), and more racial guilt.