Department of Psychology, University of Hawai'i at Manoa, Honolulu, HI 96822, USA.
Department of Psychology, University of Hawai'i at Manoa, Honolulu, HI 96822, USA.
J Exp Child Psychol. 2019 Dec;188:104671. doi: 10.1016/j.jecp.2019.104671. Epub 2019 Aug 30.
The current research tested whether differences in teachers' nonverbal behaviors influence children's intergroup attitudes and stereotypic beliefs. In this study, 5- to 8-year-old participants (N = 96) were assigned to novel groups (marked by T-shirt color) and then viewed interactions between teachers and pairs of students who were also members of the novel groups. Across four interactions, the teacher directed positive nonverbal behaviors toward students from one group and directed negative nonverbal behaviors toward students from another group. After viewing the interactions, participants were presented with pairs of new students from the two novel groups and were asked three types of test questions. When participants were asked who was smarter, they selected new students from the group that had received positive nonverbal behaviors regardless of their own group membership. However, when asked who they would like to befriend, only participants who were assigned to the group that received positive behaviors selected ingroup members. On trials where participants were asked to select a partner on an academic task, participants' selections did not differ from chance. This study shows that teachers' nonverbal behaviors may be one source of children's academic stereotypes, including negative stereotypes about groups to which they belong. Moreover, these findings highlight the importance of subtle social cues in guiding children's beliefs about social groups.
当前的研究检验了教师的非言语行为差异是否会影响儿童的群体间态度和刻板印象信念。在这项研究中，5 至 8 岁的参与者（N=96）被分配到新的群体（通过 T 恤颜色标记），然后观看教师与也是新群体成员的学生对之间的互动。在四个互动中，教师对一个群体的学生表现出积极的非言语行为，对另一个群体的学生表现出消极的非言语行为。在观看完互动后，参与者被呈现来自两个新群体的新学生对，并被问到三种类型的测试问题。当参与者被问到谁更聪明时，他们会选择从收到积极非言语行为的群体中挑选新学生，而不管他们自己的群体成员身份如何。然而，当被问到他们想和谁交朋友时，只有被分配到收到积极行为的群体的参与者会选择同群体成员。在要求参与者在学术任务上选择合作伙伴的试验中，参与者的选择与随机选择没有区别。这项研究表明，教师的非言语行为可能是儿童学业刻板印象的一个来源，包括他们所属群体的负面刻板印象。此外，这些发现强调了微妙的社会线索在引导儿童对社会群体的信念方面的重要性。
