The development of disability and foreignness concepts: A comparative approach

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2025-03-26 DOI:10.1016/j.cogdev.2025.101570

Netanel Y. Weinstein , Samuel Heilenbach , Megan Oshiro , Dare A. Baldwin

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Abstract

Children with disabilities are at particular risk for peer rejection but little is known about the conceptual basis underlying such stigmatization. Here, we assessed North American children’s (aggregate sample: n = 156, Mage = 5.65, SD = 1.6, range = 3:9; filtered sample: n = 64, Mage = 6.25, SD = 1.4, range = 3:9) developing disability-related concepts through the lens of comparison with another dimension of individual difference that is often evident in speech and appearance: foreignness. We observed developmental change in children’s tendency to distinguish cues to disability versus foreignness but limited evidence of peer rejection, and no measurable developmental change in that regard. Furthermore, perceptions of reduced physical competence and enhanced dependence were generally not predictive of stigma towards targets with a disability. These findings hold potential to inform development of empirically oriented interventions to reduce the expression of disability prejudice in childhood.

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残疾和 "陌生化 "概念的发展：比较方法

残疾儿童受到同伴排斥的风险特别大，但人们对这种污名化背后的概念基础知之甚少。在这里，我们评估了北美儿童(总样本：n = 156,Mage = 5.65, SD = 1.6, range = 3:9；筛选样本：n = 64,Mage = 6.25, SD = 1.4, range = 3:9)通过比较个体差异的另一个维度（通常在言语和外表上很明显）来发展与残疾相关的概念：外来性。我们观察到儿童倾向于区分残疾和外来线索的发展变化，但同伴排斥的证据有限，在这方面没有可测量的发展变化。此外，身体能力下降和依赖性增强的感知通常不能预测对残疾目标的污名。这些发现有可能为开发以经验为导向的干预措施提供信息，以减少儿童时期残疾偏见的表达。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.