You Don't Need to Talk to Throw a Ball! Children's Inclusion of Language-Outgroup Members in Behavioral and Hypothetical Scenarios

Autor/inn/en	Mulvey, Kelly Lynn; Boswell, Corey; Niehaus, Kate
Titel	You Don't Need to Talk to Throw a Ball! Children's Inclusion of Language-Outgroup Members in Behavioral and Hypothetical Scenarios
Quelle	In: Developmental Psychology, 54 (2018) 7, S.1372-1380 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulvey, Kelly Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000531
Schlagwörter	Inclusion; Vignettes; Group Membership; Play; Games; Heterogeneous Grouping; Native Speakers; English; Spanish; Chinese; Semitic Languages; Social Behavior; Competition; Intergroup Relations; Likert Scales; Early Childhood Education; Child Behavior; Multiple Regression Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Inklusion; Gruppenzugehörigkeit; Spiel; Game; Spiele; Muttersprachler; English language; Englisch; Spanisch; China; Chinesen; Arabisch; Hebräisch; Social behaviour; Soziales Verhalten; Wettkampf; Intergruppenbeziehungen; Likert-Skala; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse
Abstract	To investigate children's inclusion of language-outgroup members, English-speaking children (8-9 years and 10-11 years of age, N = 57) made inclusion decisions while playing a simulated ball-tossing game, Cyberball, and while evaluating hypothetical scenarios involving language-outgroup members who wanted to play with their group. In the Cyberball game, the group norm was to exclude non-English-speaking peers, and participant tosses to a language-outgroup member (i.e., Spanish, Chinese, or Arabic speaking) were coded as a measure of behavioral inclusion. In the hypothetical scenarios, participants made prescriptive and descriptive judgments about their expectations regarding the inclusion of a language-outgroup member. They also evaluated their own and their group's inclusion likelihood. Results revealed that participants' evaluations of how acceptable exclusion was predicted their behavioral inclusion in the Cyberball game. Further, participants were more likely to think that the language-outgroup member should be included and less likely to think that the outgroup member would be included. They also differentiated between their own and their group's likelihood of including a language-outgroup member and reasoned about this decision by focusing on group functioning and language. In addition, there were age-related differences, with participants demonstrating greater inclusivity with age. The findings suggest the complexity of children's social cognition and the importance of providing them with a rich array of opportunities to play with language-outgroup members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01