A New Social-Cognitive Developmental Perspective on Prejudice

Rutland, Adam; Killen, Melanie; Abrams, Dominic

doi:10.1177/1745691610369468

Cited by 363 publications

(401 citation statements)

References 70 publications

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“…Each of these waveforms serves as a proxy for domain-general mechanisms of controlled and automatic processing in the developing brain. Moral sensitivity, in later development, is actually a careful integration of both an early automatic emotional component and a later cognitive reappraisal of stimuli, which can be explored in the temporal mechanical investigations of neural processing (1,39). By combining EEG with eye-tracking, behavioral measures, and parental and children's dispositions, the present study investigated the mechanisms at play during third-party social evaluations of prosocial and antisocial behaviors and their developmental trajectories.…”

Section: Significancementioning

confidence: 99%

Precursors to morality in development as a complex interplay between neural, socioenvironmental, and behavioral facets

Cowell

Decety

2015

Proc. Natl. Acad. Sci. U.S.A.

197

160

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The nature and underpinnings of infants’ seemingly complex, third-party, social evaluations remain highly contentious. Theoretical perspectives oscillate between rich and lean interpretations of the same expressed preferences. Although some argue that infants and toddlers possess a “moral sense” based on core knowledge of the social world, others suggest that social evaluations are hierarchical in nature and the product of an integration of rudimentary general processes such as attention allocation and approach and avoidance. Moreover, these biologically prepared minds interact in social environments that include significant variation, which are likely to impact early social evaluations and behavior. The present study examined the neural underpinnings of and precursors to moral sensitivity in infants and toddlers (n = 73, ages 12–24 mo) through a series of interwoven measures, combining multiple levels of analysis including electrophysiological, eye-tracking, behavioral, and socioenvironmental. Continuous EEG and time-locked event-related potentials (ERPs) and gaze fixation were recorded while children watched characters engaging in prosocial and antisocial actions in two different tasks. All children demonstrated a neural differentiation in both spectral EEG power density modulations and time-locked ERPs when perceiving prosocial or antisocial agents. Time-locked neural differences predicted children’s preference for prosocial characters and were influenced by parental values regarding justice and fairness. Overall, this investigation casts light on the fundamental nature of moral cognition, including its underpinnings in general processes such as attention and approach–withdrawal, providing plausible mechanisms of early change and a foundation for forward movement in the field of developmental social neuroscience.

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Section: Significancementioning

confidence: 99%

Precursors to morality in development as a complex interplay between neural, socioenvironmental, and behavioral facets

Cowell

Decety

2015

Proc. Natl. Acad. Sci. U.S.A.

197

160

View full text Add to dashboard Cite

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“…As previous research has noted, there is an age effect on prejudice, but the ages that apply to this dataset (∼13-17 years) have been found to be a stabilizing time for adolescent's attitudes (Raabe and Beelmann 2011). It is suggested that this is due to the increased importance of micro contextual influences in this age group (Rutland, Killen, and Abrams 2010).…”

Section: Time Mattersmentioning

confidence: 82%

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

Mitchell

2018

Ethnic and Racial Studies

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This article analyses how the classroom context contributes to attitude change in adolescence. By analysing the relationship that the primary school classroom context has on anti-immigrant attitudes over time, it addresses the single factor fallacy that has troubled previous research on classrooms, which has largely tested the contact hypothesis. The dataset includes 849 participants over fivetime points from 2010 to 2015. Findings show that over time individual's antiimmigrant attitudes increased in classrooms with a higher average level of anti-immigrant sentiment net of the effect of classroom heterogeneity. However, this finding was true only while students were still enrolled in the same class over the first three waves of the study. After students entered high school, the classroom/time interaction effect disappears, suggesting that other contextual influences take over. This article highlights the crucial importance of classroom context on attitude development in adolescence.

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“…24 As and Esch (2012,(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39); Roediger (1991, 21, 57-59); Von Vacano (2012, 12). Additionally, psychological literature on the issue of prejudice seems to indicate that one's prejudices are created or motivated by the agent's beliefs about what kinds of traits are possessed by the subjects of their ire (Kunda and Thagard, 1996;Yamauchi, 2005 Rutland, Killen, andAbrams, 2010). Insofar as prejudices are relevant to disparate treatment, we can say that discrimination is motivated by one's beliefs about the traits that the victim possesses.…”

Section: Overlooked Similaritiesmentioning

confidence: 99%

Discrimination Revised: Reviewing the Relationship between Social Groups, Disparate Treatment, and Disparate Impact

Cook

2015

Moral Philosophy and Politics

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It is usually accepted that whether or not indirect discrimination is a form of immoral discrimination, it appears to be structurally different from direct discrimination. First, it seems that either one involves the agent focusing on different things while making a decision. Second, it seems that the victim's group membership is relevant to the outcomes of either sort of action in different ways. In virtue of these two facts, it is usually concluded that indirect discrimination is structurally different from direct discrimination. I argue against the notion that indirect discrimination and direct discrimination have significantly different structures. I first argue that both kinds of discrimination involve similar decisionmaking processes. Second, I analyze how being in a social group affects personal identity, and from there argue that indirect discrimination and direct discrimination are about group membership similarly. In virtue of these two arguments, I conclude that direct and indirect discrimination are structurally similar.

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A New Social-Cognitive Developmental Perspective on Prejudice

Cited by 363 publications

References 70 publications

Precursors to morality in development as a complex interplay between neural, socioenvironmental, and behavioral facets

Precursors to morality in development as a complex interplay between neural, socioenvironmental, and behavioral facets

Prejudice in the classroom: a longitudinal analysis of anti-immigrant attitudes

Discrimination Revised: Reviewing the Relationship between Social Groups, Disparate Treatment, and Disparate Impact

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