Priming third-party social exclusion does not elicit children's inclusion of out-group members.

R. Stengelin,S. Kansal,D. B. M. Haun,A. M. E. Henderson,T. Toppe,L. Tietz,G. Sürer

doi:10.1098/rsos.211281

Abstract

This study investigates how culture and priming 3- to 7-year-old children (N = 186) with third-party social exclusion affects their subsequent inclusion of out-group members. Children in societies that tend to value social independence (Germany, New Zealand) and interdependence (Northern Cyprus) were randomly assigned to minimal groups. Next, they watched video stimuli depicting third-party social exclusion (exclusion condition) or neutral content (control condition). We assessed children's recognition of the social exclusion expressed in the priming videos and their understanding of the emotional consequences thereof. We furthermore assessed children's inclusion behaviour in a ball-tossing game in which participants could include an out-group agent into an in-group interplay. Children across societies detected third-party social exclusion and ascribed lower mood to excluded than non-excluded protagonists. Children from Germany and New Zealand were more likely to include the out-group agent into the in-group interaction than children from Northern Cyprus. Children's social inclusion remained unaffected by their exposure to third-party social exclusion primes. These results suggest that children from diverse societies recognize social exclusion and correctly forecast its negative emotional consequences, but raise doubt on the notion that social exclusion exposure affects subsequent social inclusion.

Highlights

In humans, as is true for all social mammals, group membership ensures stable social relationships and grants access to various benefits, such as material resources, shelter and social learning opportunities
This study investigates how culture and priming 3- to 7-yearold children (N = 186) with third-party social exclusion affects their subsequent inclusion of out-group members
Children’s social inclusion remained unaffected by their exposure to third-party social exclusion primes. These results suggest that children from diverse societies recognize social exclusion and correctly forecast its negative emotional consequences, but raise doubt on the notion that social exclusion exposure affects subsequent social inclusion

Summary

Introduction

As is true for all social mammals, group membership ensures stable social relationships and grants access to various benefits, such as material resources, shelter and social learning opportunities. Preschoolers readily manage their in-group reputation [1] and selectively appeal to in-group members [2]. Children around this age show more loyalty and prosociality toward in-group than out-group members [3,4,5,6] and selectively learn from in-group members ([7,8,9], but see [10]). Such effects even occur in ‘minimal’ inter-group contexts based on arbitrary markers (e.g. the colour of clothing items; [11]). Of particular importance in this aspect are situations in which individuals can revoke or grant the benefits of group membership for others through social exclusion and social inclusion, respectively [13]

Objectives

Methods

Results

Discussion

Conclusion