Individuation training with other-race faces reduces preschoolers' implicit racial bias: a link between perceptual and social representation of faces in children. - Archive ouverte HAL Accéder directement au contenu
Article Dans Une Revue Developmental Science Année : 2015

Individuation training with other-race faces reduces preschoolers' implicit racial bias: a link between perceptual and social representation of faces in children.

Résumé

The present study examined whether perceptual individuation training with other-race faces could reduce preschool children's implicit racial bias. We used an 'angry = outgroup' paradigm to measure Chinese children's implicit racial bias against African individuals before and after training. In Experiment 1, children between 4 and 6 years were presented with angry or happy racially ambiguous faces that were morphed between Chinese and African faces. Initially, Chinese children demonstrated implicit racial bias: they categorized happy racially ambiguous faces as own-race (Chinese) and angry racially ambiguous faces as other-race (African). Then, the children participated in a training session where they learned to individuate African faces. Children's implicit racial bias was significantly reduced after training relative to that before training. Experiment 2 used the same procedure as Experiment 1, except that Chinese children were trained with own-race Chinese faces. These children did not display a significant reduction in implicit racial bias. Our results demonstrate that early implicit racial bias can be reduced by presenting children with other-race face individuation training, and support a linkage between perceptual and social representations of face information in children.

Dates et versions

hal-01226157 , version 1 (08-11-2015)

Identifiants

Citer

Wen S Xiao, Genyue Fu, Paul C Quinn, Jinliang Qin, James W Tanaka, et al.. Individuation training with other-race faces reduces preschoolers' implicit racial bias: a link between perceptual and social representation of faces in children.. Developmental Science, 2015, 18 (4), pp.655-63. ⟨10.1111/desc.12241⟩. ⟨hal-01226157⟩
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