相关实验视频
Updated: Jun 19, 2026

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Measuring Attentional Biases for Threat in Children and Adults
Published on: October 19, 2014
孩子们对教师在课堂上的种族偏好的评价
Elise M Kaufman1, Melanie Killen1
1Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States.
Child development
|February 10, 2026
概括
随着年龄的增长,孩子们对教师的偏见的看法会有所不同. 年长的孩子们更负面地看待有偏见的认可,特别是当它有利于亚裔或白人学生而不是黑人学生时.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 社会认知是指社会认知.
背景情况:
- 关于儿童如何感知教师偏见的研究有限.
- 了解孩子们在学术认可中对公平的判断对于公平的教育至关重要.
研究的目的:
- 调查儿童对教师在学术认可分配中的偏见的评价.
- 检查年龄,感知少数群体地位和目标种族如何影响这些判断.
主要方法:
- 303名美国儿童 (8-14岁) 观看了教师授予认可的图片.
- 场景不同,学生的种族 (亚裔,黑人,白人) 获得优惠或平等的认可.
- 统计分析检查了年龄,少数民族身份和种族对偏见判断的影响.
主要成果:
- 儿童对教师偏见的负面评价随着年龄的增长而增加.
- 偏见认可有利于亚裔或白人学生被认为比平等分配更错误,与偏见有利于黑人学生不同.
- 在学校认同少数民族种族的孩子们更负面地判断偏见,并更强烈地希望纠正.
结论:
- 儿童对教师偏见的看法是微妙的,随着年龄的增长而发展.
- 被偏爱的群体的感知种族影响了公平的判断.
- 少数民族学生在学术环境中表现出对纠正感知到的种族偏见的高度敏感和渴望.
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