The Development of Social Essentialism

社会本质主义的发展

• 批准号: 1226942
• 负责人: Marjorie Rhodes
• 金额: $ 30万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-15 至 2016-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1226942&HistoricalAwards=false
• 关键词: Development; Social; Essentialism

As early as four years of age, children begin to believe that people who share membership in an ethnic or gender group are similar to each other, and different from members of other groups, in many non-obvious and fundamental ways. For instance, children think that if one girl dislikes math, other girls (but not boys) will dislike it too, or that if one member of an ethic group commits a crime, other members of the group may do so as well. This type of thinking is known as essentialism. Essentialist beliefs about social groups represent the core of stereotyping and prejudice. The objective of this research project is to examine how essentialist beliefs develop in young children and how we might be able to prevent their formation. In particular, these studies examine the role of language that describes abstract categories (e.g., girls play with dolls)in the cultural transmission of essentialist beliefs. These studies test the hypotheses that parents produce this type of language when talking about groups for which they hold essentialist beliefs, and that hearing this type of language leads children to develop essentialist beliefs about those groups as well. In this way, parents may unknowingly transmit essentialist beliefs to their children.If these hypotheses are supported, this research will yield concrete implications for how to reduce prejudice by reducing children's exposure to certain forms of language. For example, educating parents on the consequences of using language that describes abstract categories, and encouraging them to reduce the use of such sentences, could lead to a reduction in the next generation's tendencies towards prejudice. Grounding these changes in mechanisms that have been empirically shown to influence the formation of essentialist beliefs could lead to more effective efforts to reduce societal prejudice.

早在四岁时，孩子们就开始相信，同一种族或性别群体中的成员彼此相似，而与其他群体的成员不同，有许多不明显和根本的方面。例如，孩子们认为，如果一个女孩不喜欢数学，其他女孩(但不是男孩)也会不喜欢它，或者如果一个伦理团体的一个成员犯罪，该团体的其他成员也可能会这样做。这种类型的思维被称为本质主义。关于社会群体的本质主义信念代表了刻板印象和偏见的核心。这项研究项目的目的是研究儿童的本质主义信念是如何发展的，以及我们如何能够防止他们的形成。特别是，这些研究考察了描述抽象类别的语言(例如，女孩玩娃娃)在本质主义信仰的文化传播中的作用。这些研究验证了这样的假设，即父母在谈论他们对其持有本质主义信念的群体时会产生这种类型的语言，而且听到这种类型的语言会导致孩子对这些群体产生本质主义信念。通过这种方式，父母可能会在不知不觉中将本质主义信念传递给他们的孩子。如果这些假设得到支持，这项研究将对如何通过减少儿童接触某些形式的语言来减少偏见产生具体的影响。例如，教育家长使用描述抽象范畴的语言的后果，并鼓励他们减少使用这类句子，可能会减少下一代对偏见的倾向。将这些变化建立在已被经验证明影响本质主义信仰形成的机制上，可能会导致更有效地努力减少社会偏见。