Picture map of Europe with pins indicating European capital cities

Open Access research with a European policy impact...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of Open Access research papers by Strathclyde researchers, including by researchers from the European Policies Research Centre (EPRC).

EPRC is a leading institute in Europe for comparative research on public policy, with a particular focus on regional development policies. Spanning 30 European countries, EPRC research programmes have a strong emphasis on applied research and knowledge exchange, including the provision of policy advice to EU institutions and national and sub-national government authorities throughout Europe.

Explore research outputs by the European Policies Research Centre...

Effects of information about group members on young children's attitudes towards the in-group and out-group

Nesdale, Drew and Lawson, Michael J. and Durkin, Kevin and Duffy, Amanda (2010) Effects of information about group members on young children's attitudes towards the in-group and out-group. British Journal of Developmental Psychology, 28 (2). pp. 467-482. ISSN 0261-510X

Full text not available in this repository. Request a copy from the Strathclyde author

Abstract

Research shows that being a member of a group is sufficient to instigate more positive attitudes towards the in-group than an out-group in young children. The present study assessed whether children's intergroup attitudes during the middle childhood years are moderated by additional information about in-group and out-group members, as proposed by Aboud's (1988) socio-cognitive theory (ST). To a minimal group 6-, 8-, and 10-year-old children (N=159) were assigned, and received information, or no information, about the interests and activities of the in-group and out-group members. Results indicated that the in-group was always rated more positively than the out-group, and that the in-group's ratings were unaffected by either the in-group or out-group information. In contrast, out-group ratings were affected by out-group information, but only when there was no information available about the in-group. The implications of the findings for ST, and for social identity development theory, are discussed.