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dc.contributor.authorPatterson, Meagan M.
dc.contributor.authorBigler, Rebecca S.
dc.date.accessioned2013-09-09T18:10:49Z
dc.date.available2013-09-09T18:10:49Z
dc.date.issued2006
dc.identifier.citationPatterson, Meagan M. (2006) Preschool children’s attention to environmental messages about groups: Social categorization and the origins of intergroup bias. Child Development, 77, 847-860.
dc.identifier.urihttp://hdl.handle.net/1808/11798
dc.descriptionThis is the authors' accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.1111/j.1467-8624.2006.00906.x .
dc.description.abstractThe present study was designed to examine the effects of adults’ labeling and use of social groups on preschool children’s intergroup attitudes. Children (N = 87, aged 3 to 5) attending daycare were given measures of classification skill and self-esteem and assigned to membership in a novel (“red” or “blue”) social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After three weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms.
dc.language.isoen
dc.publisherWiley-Blackwell
dc.titlePreschool Children's Attention to Environmental Messages about Groups: Social Categorization and the Origins of Intergroup Bias
dc.typeArticle
kusw.kuauthorPatterson, Meagan M.
kusw.kudepartmentPRE
kusw.oastatusfullparticipation
dc.identifier.doi10.1111/j.1467-8624.2006.00906.x
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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