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PSYC 315 Childhood & Adolescence > The Articles > Flashcards

The Articles Flashcards

1
Q

Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.

Which unit?

A

Intelligence and Academic Achievement

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2
Q

Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.

Research question?

A

Can activating racial/gender stereotypes effect performance?

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3
Q

Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.

Population?

A

Asian girls and Asian boys.
Lower elementary, middle school and upper elementary.

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4
Q

Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.

Procedure?

A

Identity activation with colouring/answering questions to trigger racial identity or gender identity.
Two study one with Asian girls and one with Asian boys

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5
Q

Ambady, N., Shih, M., Kim, A., & Pittinsky, T. L. (2001). Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12(5), 385-390.

Key findings?

A

Stereotype awareness can facilitate or hinder performance!

  • Activating Asian identity facilitated performance for both girls and boys in all age group.
  • Whereas activating gender identity hindered asian girls performance for lower elementary and upper elementary, but not for middle school girls -> perhaps because at this age kids tend to think highly of their own abilities regardless of gender.
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6
Q

Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.

Which unit?

A

Intergroup Cognition - Development of Racial Bias

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7
Q

Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.

Research question?

A

Do kindergarteners have implicit attitudes towards race categories, soon after they are expected to have developed the concept of race?

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8
Q

Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.

Population?

A

Population consisted of kindergarteners (6 years), 5th graders (10 years), and adults, recruited from a predominately middle-class European American community

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9
Q

Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.

Procedure?

A

IAT - measures the relative strength of associations between a target concept (in this case race) and an attribute concept (in this case words with either a good or bad meaning like happy or mean)
-> the more strongly two concepts are associated the faster they can be paired accurately together

When you see a white child or hear a bad word press a particular button.
When you see a black child or hear a good word press the other button.
Then vice versa and compare the speed and accuracy to measure implicit bias.
Test trial used flowers and insects instead of race

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10
Q

Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.

Main findings & Key take aways?

A
  • 6 year olds an implicit attitude towards pro-White/anti-Black was clearly detected + their explicit race attitudes were constant with their implicit race attitudes.
  • 10 year olds same amount of implicit attitudes towards pro-White/anti-Black as the 6 year olds + demonstrated explicit race attitudes but significantly reduced
  • Adults same implicit attitude towards pro-White/anti-Black as the children + but self-reported an equal preference (explicit attitude)

We develop implicit race attitudes early and they stay relatively stable across development, while explicit attitudes tend to diminished with age. (Societal demand to be unbiased in race-based evaluation)

Implicit intergroup preferences Latino-Americans, do not show an implicit bias towards the in-group but an implicit preference for ones in-group when specifically compared towards a group with lower social standing.

Key takeaways
- Developmental stability in our biases; Whatever implicit bias adults show, 5-year-old children show the same pattern (we learn these things incredibly early)
- Our implicit biases are sensitive to context, who are we comparing our group towards

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11
Q

Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.

Which unit?

A

Intergroup Cognition - Development of Racial Bias

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12
Q

Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.

Research question?

A

Are there developmental differences in the capacity to reduce implicit racial bias?

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13
Q

Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.

Population?

A

2 age groups (younger ~7 and older ~10 )

Population consisted of Caucasian and Asian children.

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14
Q

Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.

Procedure?

A
  • Intervention condition: Brief exposure to 4 (2 male and 2 female) vignettes depicting different positive Black exemplars.
  • Additional condition: Same procedure with White exemplars.
  • Control condition: Shower flowers and talked about positive things about them to induce a positive mood.
    -> Followed by the child-friendly IAT
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15
Q

Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.

Main findings?

A

Exposing White and Asian children to countersterotypical Black exemplars can successfully reduce implicit racial bias among older ~10 but not younger children ~7.

7 year old people, not able to generalise the Black exemplars. It is just Karen, not Black people in general. Seeing contrasting vignettes eliminated this, 2 motive Black exemplar and 2 negative White exemplar. Changed 7 year old short therm, 10 year olds more long term, and adults not at all.

Around age 10 seem to be a specifically important time to intervene racial bias

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16
Q

Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.

Which unit?

A

Intergroup Cognition - Development of Racial Bias

17
Q

Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.

Research question?

A

How do lecicalization (nouns vs. behaviour descriptions) affect children’s inferences about novel social categories?

18
Q

Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.

Population?

A

5 year olds and 7 year olds

19
Q

Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.

Procedure?

A

Label condition (carrot-eaters) and verbal-predicate condition (those who eat carrots) referring to the same information but phrased differently. Then asked questions about predictions of character stability ex. Behaviour in the past, future or with no family support or family opposition.

20
Q

Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.

Main findings?

A

Significant main effect in both age groups indicating that children predicated greater stability in the label condition than the verbal-predicate condition. -> Lexicalization (in the from of a noun) provides important information to children regarding property stability. True for both ages 5 and 7

21
Q

Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science

Research question?

A

Identify modifiable feature of young children’s environments (identity focused language or action-focused language) that could be targeted to reduce gender differences in science behaviour among children. Specifically linguistic barriers for girls engagement in science.

22
Q

Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science

Population?

A

4 to 6 year olds (girls and boys)

23
Q

Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science

Procedure?

A

Study 1,
- “Be scientist” condition and “do-science” condition received an introduction to science. Then do 4 science experiment trials (guess the smell), with some built-in setbacks (harder scents to identify) and asked if they wanted to continue.
- Willingness and persistence to continue engaging in science activity based on gender and introduction condition.

Study 2,
- Replicate results in study 1 using a different science game, guessing if the object will sink or float.

Study 3,
- Test how the observed effects in previous studies interaction with age, specifically across the preschool years age 4 to 6.

Study 4,
- Observed if the effect also is relevant for cultural stereotypes

24
Q

Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science

Main findings?

A

Study 1, girls in the do-science condition were less likely to stop playing the game than girls in the be-science condition revise effect for boys the be-scientist condition reduced the likelihood of stopping. 4 to 6 years old.

Study 2, same effect for girls and no effect for boys.

Study 3, overall girls completed more trials in the do-sceince condition than in the be-science condition, but the older they got the less trials they completed in the “be-scientist condition”.
Boys completed more trials in the be-scientist condition the older they got and slightly less trials in the do-science condition the older they got.

Study 4, examine if the observed effect is relevant in cultural stereotypes or arise more broadly for identity versus action-focused language. No longer using science but instead as a caring game. Saw no effect

25
Q

Rudman, L. A. (2004). Sources of implicit attitudes. Current Directions in Psychological Science, 13(2), 79-82.

Which unit?

A

Intergroup Cognition - Development of Racial Bias

26
Q

Rudman, L. A. (2004). Sources of implicit attitudes. Current Directions in Psychological Science, 13(2), 79-82.

4 sources for implicit intergroup bias?

A
  • Early experiences, first impressions (not early in life)
  • Affective experiences, not all experiences are the same and more may be more emotionally charged -> more impactful in shaping one’s implicit biases
  • Culture, the broader exposure
  • Cognitive consistency, are implicit associations are not independent but interviewed with other pre-existing believes that we have. Cognitive dissonance, people like things to be in harmony. How much we implicitly like a group have to do with how much we identify with the group and vice versa
27
Q

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467-474.

Which unit?

A

Gender Development

28
Q

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467-474.

Research question?

A

Do socially transitioned, prepubescent transgender children show patterns of gender cognition more consistent with their expressed gender or their natal sex?

Do that show a pattern that mirrored the responses of other children sharing their gender identity on all measures?

29
Q

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467-474.

Population?

A

Prepubertal transgender children 5- to 12-year.

30
Q

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467-474.

Procedure?

A

Ingroup Bias: Utilised measure intended to capture children’s gender intergroup bias to assess transgender children’s gender cognition.

Implicit Gender Cognition
- Preference
Preformed a gender preference IAT “male, female” “good, bad”
- Identity
Gender-identity IAT “male, female” “me, not me”.

Explicit Gender Cognition
- Peer preference
“Would you hang out with same-gendered peer of different?”
- Object preference
Lena picks this toy, Jhon picks this toy, which one do you want?
- Gender identity
Children were asked whether, on the inside, they felt like a boy, a girl, neither, or both; whether their gender identity changed over time; or whether they did not know,

Each control participant was matched to a transgender participant by age (within 4 months of age at time of test) and was selected as the “opposite” natal sex of the transgender participants (to match for expressed gender in daily life).

31
Q

Olson, K. R., Key, A. C., & Eaton, N. R. (2015). Gender cognition in transgender children. Psychological Science, 26(4), 467-474.

Main findings?

A

No sigficiant difference between control, siblings, and transgender by gender, transgender by sex shows an exact flip pattern.

32
Q

Warneken, F. & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13,9, 397-402.

Which unit?

A

Moral Development and Prosocial Development.

33
Q

Warneken, F. & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13,9, 397-402.

Research question?

A

Review paper. Prosocial behaviour, comparison psychology

  • Foundations of prosocial behaviour (helping) by examining continuities (species similarities) and discontinuities (species differences) phylogenetically.
34
Q

Warneken, F. & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13,9, 397-402.

Procedure?

A

Comparison of chimpanzees and young children
- Helping, support to full-fill a goal
- Sharing, resources like food
- Informing, communicative act that provides useful or relevant information not for the speaker but for the listener.

35
Q

Warneken, F. & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13,9, 397-402.

Main findings?

A

Helping, Both spices are similar in their helping behaviour -> Spontaneous helping (not making eye-contact or directing the behaviour) But there are species differences with respect to sharing and informing

Sharing, children are more generous and less selective with resources than chimpanzees.

Informing, children do this but not chimpanzees (alarm calling does not count as informing, it is a singling for others to come and help them)

  • First, from an early age human infants and young children are naturally empathetic, helpful, generous, and informative.
  • Second, altruism is not a single trait or phenomenon.

PSYC 315 Childhood & Adolescence (10 decks)

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