The Articles Flashcards
(35 cards)
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?
Intelligence and Academic Achievement
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?
Can activating racial/gender stereotypes effect performance?
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?
Asian girls and Asian boys.
Lower elementary, middle school and upper elementary.
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?
Identity activation with colouring/answering questions to trigger racial identity or gender identity.
Two study one with Asian girls and one with Asian boys
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?
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.
Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.
Which unit?
Intergroup Cognition - Development of Racial Bias
Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.
Research question?
Do kindergarteners have implicit attitudes towards race categories, soon after they are expected to have developed the concept of race?
Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.
Population?
Population consisted of kindergarteners (6 years), 5th graders (10 years), and adults, recruited from a predominately middle-class European American community
Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.
Procedure?
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
Baron, A., & Banaji, M. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6, 10 & adulthood.
Main findings & Key take aways?
- 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
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?
Intergroup Cognition - Development of Racial Bias
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?
Are there developmental differences in the capacity to reduce implicit racial bias?
Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.
Population?
2 age groups (younger ~7 and older ~10 )
Population consisted of Caucasian and Asian children.
Gonzalez, A. M., Steele, J. R., & Baron, A. S. (2017). Reducing children’s implicit racial bias through exposure to positive out‐group exemplars.
Procedure?
- 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
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?
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
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?
Intergroup Cognition - Development of Racial Bias
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?
How do lecicalization (nouns vs. behaviour descriptions) affect children’s inferences about novel social categories?
Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.
Population?
5 year olds and 7 year olds
Gelman, S. A., & Heyman, G. D. (1999). Carrot-eaters and creature-believers: The effects of lexicalization on children’s inferences about social categories.
Procedure?
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.
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?
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
Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science
Research question?
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.
Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science
Population?
4 to 6 year olds (girls and boys)
Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science
Procedure?
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
Rhodes, M., Leslie, S.-J., Yee, K. M., & Saunders, K. (2019). Subtle linguistic cues increase girls’ engagement in science
Main findings?
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
