Abstract

Executive function (EF) and theory of mind (ToM) are key cognitive skills for socio-emotional adjustment. Executive function develops considerably between 3 and 7 years of age, and fosters the development of social cognition skills such as ToM. Studies with adults have shown a link between EF and prejudice, as well as between empathy and prejudice. Moreover, the relationship between EF, cognitive and affective ToM and prejudice has barely been studied in children. In this study, we aimed at examining the relationship between individual differences in EF, cognitive and affective ToM and prejudice toward the Romany ethnic minority. We expected a positive association between EF and ToM skills, and a negative association between EF and prejudice. We also predicted a negative association between ToM and prejudice. A total of 86 preschool (5–6 years old, N = 43) and third-grade (8–9 years old, N = 43) children participated in the study. Results showed a negative relationship between EF and prejudice, as well as between affective ToM and prejudice, after controlling for intelligence. Moreover, we found that EF significantly predicted prejudice. Exploratory correlational analyses suggested age-related differences in the EF skills underlying prejudice regulation. These findings suggest a distinctive contribution of cognitive and affective components of ToM to prejudice, and highlight the central role of EF in social behavior regulation.

Highlights

  • In an increasingly globalized world, we live and interact with people coming from diverse ethnic, social and cultural origins

  • We assessed preschool and third-grade children. The election of these age groups was done on the basis of empirical evidence showing that developmental changes in executive function (EF) and theory of mind (ToM) are expected between early and middle childhood, according to previous studies on children’s categorization skills and stereotypic attributions using Spanish samples, we considered that developmental changes in prejudice may presumably take place between early and middle childhood

  • We examined whether individual differences in EF and ToM are associated with prejudice

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Summary

Introduction

In an increasingly globalized world, we live and interact with people coming from diverse ethnic, social and cultural origins. There is evidence that some cognitive skills may help promoting healthy social relationships based on an egalitarian and non-discriminatory behavior (e.g., Bartholow et al, 2006; Lapan and Boseovski, 2015). In this context, abilities necessary to implement goal-directed behavior and understanding others’ thoughts and feelings may strengthen positive interracial interactions. Cognitive Skills and Prejudice course of prejudice in childhood. We explored the age-related contributions of those cognitive skills to the expression of prejudice

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