Learning and Socializing Preferences in Hong Kong Chinese Children.
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The impact of social group information on the learning and socializing preferences of Hong Kong Chinese children were examined. Specifically, the degree to which variability in racial out-group exposure affects children's use of race to make decisions about unfamiliar individuals (Chinese, White, Southeast Asian) was investigated. Participants (N = 212; Mage = 60.51 months) chose functions for novel objects after informants demonstrated their use; indicated with which peer group member to socialize; and were measured on racial group recognition, preference, and identification. Overall, children preferred in-group members, though out-group exposure and the relative social status of out-groups mattered as well. At a young age, children's specific experiences with different races influence how they learn and befriend others across racial group lines.
Published Version (Please cite this version)10.1111/cdev.13083
Publication InfoChen, Eva E; Corriveau, Kathleen H; Gaither, Sarah; Lai, Veronica KW; & Poon, Sze Long (2018). Learning and Socializing Preferences in Hong Kong Chinese Children. Child development. 10.1111/cdev.13083. Retrieved from https://hdl.handle.net/10161/17078.
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Assistant Professor of Psychology and Neuroscience
Humans are fundamentally social beings, and their interactions represent a core aspect of human nature. My research focuses on how individuals’ social identities and experiences across the lifespan motivate their social perceptions and behaviors particularly in diverse settings. More specifically I am interested in three main questions: 1) how intergroup contact shapes interracial interaction outcomes for both racial majority and racial minority individuals2) how ha