Contribution of Theory of Mind and Executive Function to Preschoolers' Prejudice

• In Event: Poster Session 04
  In Poster Session: PS 04 Topic - Social Cognition

Abstract

Studies have identified factors that contribute to the development of stereotypes, prejudice, and discrimination (Bigler & Liben, 2007), such as intergroup contact and cooperation (Pettigrew et al., 2011). Other work demonstrates that social and cognitive skills, such as Theory of Mind (ToM), and to a lesser extent Executive Function (EF), may impact children’s prejudice (Lapan & Boseovki, 2016). However, previous studies have been limited in scope. Many have focused on racial (Hoyo et al., 2019) and gender stereotypes (Rizzo & Killen, 2018), but not other typically stigmatized groups (e.g., individuals with disabilities). Others studies have suffered from a lack of robust measurement and inclusion of important covariates related to ToM and EF (e.g., language skills Lapan & Boseovski, 2016).

This poster will present the results of a preregistered study examining the relations between preschoolers’ EF skills, ToM, and stereotyping (preregistered on OSF). The study will examine children’s stereotypes toward individuals with disabilities. Based on previous research, we predict that better ToM will be associated with less prejudice, above and beyond age, language, and EF skills. We also expect that certain facets of ToM (e.g., reasoning about contradictory physical and mental states) may be particularly important for these social judgements.

Data will be collected from 75 3- to 6-year-olds during virtual Zoom sessions. Children will complete a battery of EF tasks (emotion faces stroop, Dimensional Change Card Sort, and Backwards Digit Span) and ToM tasks (see Wellman & Liu, 2004). Children will also complete a Disability Attitudes Index (adapted from the Racial Attitudes Index; Clark et al., 2017). Parents will complete the Developmental Vocabulary Assessment for Parents (DVAP) to assess children’s productive vocabulary.

Using a hierarchical linear regression, we will assess the contribution of age in months (step 1), DVAP scores (step 2), EF scores (step 3), and total ToM scores (step 4) to children’s performance on the DAI. We will examine the predictive ability of the model (R squared), each factor (significance of betas), and the added contribution of each factor (change in R squared between steps). A second set of hierarchical linear regressions (following above guidelines) will examine the contribution of individual ToM task scores to DAI performance. Data files have been created and code written for data preparation and analysis. Given that one-third of participants have already completed the study and data preparation code has been written, it is completely feasible that all data will be collected and analyzed prior to the meeting.

Findings from this study will enhance our understanding of prejudice development and particularly prejudice toward children with disabilities, a typically understudied population in this area. The findings will add to a growing body of literature that can be used to develop interventions to decrease stereotyping and prejudice. We will discuss the implications of the findings for theories of prejudice development as well as future directions.

Authors

• Taylor Stump, Wingate University
  Presenting Author

• Candace Lapan, Wingate University
  Non-Presenting Author