Monoracial and biracial children: effects of racial identity saliency on social learning and social preferences.
Monoracial and biracial children: effects of racial identity saliency on social learning and social preferences.
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DOI：
10.1111/cdev.12266
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发表时间：
2014-11
影响因子：
4.6
通讯作者：
Sommers SR
中科院分区：
文献类型：
--
作者：
Gaither SE;Chen EE;Corriveau KH;Harris PL;Ambady N;Sommers SR
孩子们更喜欢从他们的种族群体中学习，并与他们建立联系，但这些偏好可能会因出生地而异。单亲（白色，黑人，亚洲人）和双胞胎（黑人/白色，亚洲人/白色）儿童（N=246，3-8岁）的种族身份启动。在一项学习偏好的任务中，参与者在观看成年人（白色、黑人和亚洲人）演示其用途后，确定了一个新物体的功能。在社会偏好任务中，参与者看到成对的孩子（白色，黑人和亚洲人），并选择他们最想与之建立社会关系的人。在学习和社会任务中，Birthday儿童在种族认同方面表现出灵活性。然而，少数民族启动的birthday儿童并不更有可能比monorthy少数民族的社会关联与启动种族内组成员，表明他们的内组偏好是基于上下文的。
Children prefer learning from, and affiliating with, their racial ingroup but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N=246, 3–8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial ingroup members, indicating their ingroup preferences are contextually based.
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