The development of disability and foreignness concepts: A comparative approach

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Netanel Y. Weinstein , Samuel Heilenbach , Megan Oshiro , Dare A. Baldwin
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引用次数: 0

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.
残疾和 "陌生化 "概念的发展:比较方法
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来源期刊
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.
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