Thin-Slice Judgments of Children’s Social Status and Behavior

Abstract

The moment a child walks into a new classroom, teachers and classmates form an impression based on minimal information. Yet, little is known about the accuracy of such impressions when it concerns children's social functioning at school. The current study examined the accuracy of children's, teachers' and adults' impressions of 18 unacquainted children based on thin slices of behavior. The likeability, popularity, prosocial behavior, aggression, and exclusion of these children were judged by 101 children, 79 elementary school teachers, and 68 young adults based on 20-second video clips. Judges were better than chance in predicting popularity and prosocial behavior, but worse than chance in predicting aggression and exclusion. Female judges were more accurate judging social exclusion of same-sex than other-sex targets. Teachers were more accurate than children in their judgments of prosocial behavior. The current study shows that confidence in one's impression of aggression and exclusion in unacquainted children based on minimal information is not warranted. KEYWORDS Accuracy; children; social functioning; teachers; thin slices THE MOMENT A CHILD walks into a new classroom, teachers and classmates form an impression. However, it is unclear how accurate such impressions are. As these types of impressions are the basis of subsequent expectations and behavior toward that person (Ambady et al., 2000), inaccurate impressions may be the prelude of negative social interactions. The current study therefore examines the accuracy of children's, teachers', and adults' impressions regarding a child's social behavior and status in the classroom context. Impressions of Children Numerous studies have examined the reliability of the impressions people form about an unacquainted adult (Hall et al., 2016). Even when these impressions are based on observations of less than 5 minutes, so called 'thin slices', studies have shown that people's initial impressions of a person's personality, political preference, and sexual orientation are quite accurate. (see Ambady et al., 2000 for an overview). Yet, it remains unknown whether peopleadults and age matescan also accurately estimate children's social behavior and status. Previous studies regarding impressions of children predominantly focused on children's academic behaviors. These studies showed that teachers quickly form impressions about hypothetical as well as their own students' future academic behavior and performance (Ritts et al., 1992; Rubie-Davies, 2018). These impressions are based on a variety of characteristics, including

Place‐Based Developmental Research: Conceptual and Methodological Advances in Studying Youth Development in Context

“…A large body of social psychological research on ingroup advantage based on gender, race, and ethnicity indicates that people form more accurate impressions about others within their social group (Slepian et al, 2014). For example, gender concordance seems to improve the accuracy of thin‐slice ratings of social exclusion (Lansu & van den Berg, 2022), while police officers' ability to make accurate thin‐slice observations of peoples' behaviors may be impeded by their workplace culture (Bleakley, 2019).…”

A non-traditional approach to educator professional development: Educator implicit bias and discipline disparities among Black students

“…The findings of my study advance the current literature that explores the relationship between implicit bias and educators (Staats, 2016). It recognizes educators' involvement in exclusionary discipline practices that cultivate discipline disparities among Black students (Goldberg & Harvey, 1983;Graham, 1983;Miller et al, 1991;Valencia & Killion, 1988;Lawless & Pellegrino, 2007;Alberth et al, 2018;Lansu & Van Den Berg, 2020). Furthermore, these findings advance the current literature on non-traditional approaches to educator PD (Goldberg & Harvey, 1983;Graham, 1983;Miller et al, 1991;Valencia & Killion, 1988;Lawless & Pellegrino, 2007;Alberth et al, 2018).…”

“…Educators' implicit bias can influence racial disparities in discipline by determining if a student's behavior is acceptable or unacceptable, which occurs when educators interpret students' behaviors with unidentified bias . How much educators know about students can positively or negatively impact educators' implicit bias and how they interpret antisocial behaviors (Lansu & Van Den Berg, 2020).…”

“…Scholars suggest a coaching approach to PD has offered educators support, achieved restorative justice, and caused the implementation of more effective discipline policies (Darling-Hammond et al, 2017;Wettach & Owen, 2015;Wayne et al, 2008). The gaps in the literature about traditional PD reinforces the need for a nontraditional approach to PD (Lansu & Van Den Berg (2020) with ongoing support (Lawless & Pellegrino, 2007;Alberth et al, 2018). Scholars suggest that PD, support for educators, restorative justice, and discipline policy changes become more effective when a coaching element is involved (Darling-Hammond et al, 2017;Wayne et al, 2008;Wettach & Owen, 2015).…”