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Linguistic Diversity : Perceptions of Homogenous and Heterogenous Linguistic Groups Ejadi, Golzar; Weatherhead, Drew; Baron, Andrew S. 2020-04

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Linguistic	Diversity:	Perceptions	of	Homogenous	and	Heterogenous	Linguistic	GroupsGolzar	Ejadi,	Drew	Weatherhead,	Ph.	D,	Andrew	S.	Baron,	Ph.	DDepartment	of	Psychology,	University	of	British	Columbia• Diversity	in	groups	has	been	shown	to	have	many	benefits,	such	as	increasing	group	performance	1 and	creativity	2• A	generational	gap	has	been	noted:	younger	generations	viewed	diversity	as	being	normal,	whereas	adults	showed	social	boundaries	based	on	ethnicity 3• While	diversity	has	been	shown	to	have	some	benefits,	not	much	is	known	about	the	development	of	diversity	beliefs• Infants	and	children	have	been	shown	to	be	just	as	sensitive	to	linguistic	accents	as	they	are	to	language	4	as	a	cue	to	diversity• Young	children	(5-6-year-olds)	can	differentiate	between	different	types	of	interactions	that	take	place	in	different	social	groups 5Children	were	first	introduced	to	two	groups	accompanied	by	short	voice-recordings	(images	counterbalanced	between-subjectsWith	the	image	on	the	screen,	the	children	were	then	asked	questions	in	5	Categories	5:BACKGROUNDCOMPILED	RESULTS	(EXP.	1	&	2)QUESTIONWhat	are	children’s	beliefs	about	diverse	groups	in	comparison	to	homogenous	groups?	METHODS1.	Assessment	of	the	Groupe.g.,	Which	group	do	you	like	better?2.	Obligations	&	Prosocial	Behaviourse.g.,	Which	group	helps	each	other				more?3.	Nature/	Interpersonal	relationshipse.g.,	Which	group	knows	each	other	best?4.	Similarities	within	the	Groupe.g.,	Which	group	likes	the	same	things?5.	Characteristics	of	the	Groupe.g.,	Which	group	is	better	at	solving				problems	together?DISCUSSION	&	FUTURE	DIRECTIONS• By	employing	the	salient	tool	of	linguistic	diversity	(accents),	this	pilot	study	examined	whether	children	are	sensitive	to	diversity	and	their	beliefs	of	diverse	group	• We	gained	further	insight	into	children’s	reasoning	about	diversity	in	different	categories,	and	the	types	of	questions	or	methods	that	can	be	used	for	future	studies• In	general,	the	younger	children	chose	the	SA	group	and	the	older	children	looked	to	have	less	of	a	preference	for	the	SA	group	for	both	Experiment	1	and	2• With	increasing	globalization	communities	are	diversifying	rapidly,	thus	implications	of	the	development	of	diversity	beliefs is of	importance	for	society	as	a	whole• Is	there	a	way	to	study	diversity	in	isolation	without	comparing	it	to	another	salient	factor	such	as	accent,	language,	gender,	etc.?• Future	directions	could	employ	the	use	of	Child	IAT’s	6 (implicit	association	tests)	to	study	implicit	biases	that	children	may	carry	in	addition	to	the	explicit	studies	• Children	at	both	ages	did	not	show	a	preference	for	the	DA	group• Possible	in-group	bias	as	the	SA	group	speaks	with	their	native	accent?• Led	to	Experiment	2:	Do	children	still	prefer	the	homogenous	group	if	the	same	accent	is	a	non-native	Canadian	Accent?	RESULTS:	EXP.	1DISCUSSION:	EXP.	1 DISCUSSION:	EXP.	2• Children’s	preferences	look	different;	some	at	chance	and	some	below	chance• In	general,	younger	children	look	to	prefer	the	SA	group	• Seem	to	see	some	categorical	differences,	such	as	in	Characteristics	of	the	Groupand	Obligations	&	Prosocial	BehavioursExperiment	1• Homogenous	(same	accent	- SA)	group	=	Native	Canadian	accent• Diverse	(different	accent	- DA)	accent	=	each	person	has	different	accentExperiment	2• Homogenous	(SA)	group	=	Non-native	accent	(Spanish)• All	else	kept	constantRESULTS:	EXP.	20%10%20%30%40%50%60%70%80%90%100%Assessments Obligations Nature Similaries Characteristics%	Same	Accent	Group	Selectedyoungerolder** ***(5-6-years-old)(7-10-years-old)***0%10%20%30%40%50%60%70%80%90%100%Assessments Obligations Nature Similaries Characteristics%	Same	Accent	Group	Selected Series1Series2** * **(5-6-years-old)(7-10-years-old)youngerold r0%10%20%30%40%50%60%70%80%90%100%Assessments Obligations Nature Similarities Characteristics%	Same	Accent	Group	SelectedYoung children (5-6-years-old) Children* * *******0%10%20%30%40%50%60%70%80%90%100%Assessments Obligations Nature Similarities Characteristics%	Same	Accent	Group	SelectedOlder children (7-10-years-old) Children* ****References: 1)	Homan,	A.	C.,	Knippenberg,	D.	v.,	Kleef,	G.	A.	V.,	&	Dreu,	Carsten	K.	W.	De.	(2007).	Bridging	faultlines by	valuing	diversity:	Diversity	beliefs,	information	elaboration,	and	performance	in	diverse	work	groups. Journal	of	Applied	Psychology,	92(5),	1189-1199.	doi:10.1037/0021-9010.92.5.1189	2)	Hoever,	I.,	van	Knippenberg,	D.,	van	Ginkel,	W.,	&	Barkema,	H.	(2012).	Fostering	team	creativity:	Perspective	taking	as	key	to	unlocking	diversity's	potential. Journal	of	Applied	Psychology,	97(5),	982-996.	doi:10.1037/a0029159 3)	Visser,	K.,	&	Tersteeg,	A.	K.	(2019).	Young	people	are	the	future?	comparing	adults’	and	young	People’s	perceptions	and	practices	of	diversity	in	a highly	diverse	neighbourhood. Tijdschrift Voor Economische En Sociale Geografie,	110(2),	209-222.	doi:10.1111/tesg.12348	4) Kinzler,	K.	D.,	Dupoux,	E.,	&	Spelke,	E.	S.	(2007).	The	native	language	of	social	cognition. Proceedings	of	the	National	Academy	of	Sciences	of	the	United	States	of	America, 104(30),	12577-12580.	doi:10.1073/pnas.0705345104	5)	Plotner,	M.,	Over,	H.,	Carpenter,	M.,	&	Tomasello,	M.	(2016).	What	is	a	group?	young	children's	perceptions	of	different	types	of	groups	and	group	entitativity.	Plos One,	11(3),	e0152001.	doi:10.1371/journal.pone.0152001	6)	Baron,	A.	S.,	&	Banaji,	M.	R.	(2006).	The	development	of	implicit	attitudes. Psychological	Science, 17(1),	53.	doi:10.1111/j.1467-9280.2005.01664.x


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