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Development of Essentialist Thinking About Religion Categories in Northern Ireland (and the United States).
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- Author(s): Smyth, Kirsty1; Feeney, Aidan1 ; Eidson, R. Cole2; Coley, John D.2
- Source:
Developmental Psychology. Mar2017, Vol. 53 Issue 3, p475-496. 22p.- Subject Terms:
*AGE distribution; *ANALYSIS of variance; *ATTITUDE (Psychology); *CHILD development; *CHRISTIANITY; *COGNITION; *CONCEPTS; *CONFIDENCE intervals; *CULTURE; *EDUCATION; *ELEMENTARY schools; *ETHNIC groups; *EXPERIMENTAL design; *FACTOR analysis; *GROUP identity; *QUESTIONNAIRES; *RELIGION; *SCHOOL children; *SCHOOL environment; *SEX distribution; *STATISTICS; *T-test (Statistics); *THOUGHT & thinking; *WHITE people; *ETHNOLOGY research; *DATA analysis - Source:
- Additional Information
- Subject Terms:
- Subject Terms:
- Abstract: Social essentialism, the belief that members of certain social categories share unobservable properties, licenses expectations that those categories are natural and a good basis for inference. A challenge for cognitive developmental theory is to give an account of how children come to develop essentialist beliefs about socially important categories. Previous evidence from Israel suggests that kindergarteners selectively engage in essentialist reasoning about culturally salient (ethnicity) categories, and that this is attenuated among children in integrated schools. In 5 studies (N = 718) we used forced-choice (Study 1) and unconstrained (Studies 2-4) category-based inference tasks, and a questionnaire (Study 5) to study the development of essentialist reasoning about religion categories in Northern Ireland (Studies 1-3 & 5) and the U.S. (Study 4). Results show that, as in Israel, Northern Irish children selectively engage in essentialist reasoning about culturally salient (religion) categories, and that such reasoning is attenuated among children in integrated schools. However, the development trajectory of essentialist thinking and the patterns of attenuation among children attending integrated schools in Northern Ireland differ from the Israeli case. Meta-analysis confirmed this claim and ruled out an alternative explanation of the results based on community diversity. Although the Northern Irish and Israeli case studies illustrate that children develop selective essentialist beliefs about socially important categories, and that these beliefs are impacted by educational context, the differences between them emphasize the importance of historical, cultural, and political context in understanding conceptual development, and suggest that there may be more than one developmental route to social essentialism. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Developmental Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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