Book contents
- Frontmatter
- Contents
- List of Tables
- List of Drawings
- List of Figures
- Preface
- Stereotypes and Prejudice in Conflict
- Introduction
- 1 The Psychological Basis of Intergroup Relations
- 2 Psychological Intergroup Repertoire in Intractable Conflicts
- 3 The Context: The Arab-Israeli Intractable Conflict
- 4 Representation of Arabs in Public Discourse
- 5 Representation of Arabs in School Textbooks
- 6 Representation of Arabs in Cultural Products
- 7 Representation of Arabs by Israeli Jews: Review of Empirical Research
- 8 The Development of Shared Psychological Intergroup Repertoire in a Conflict: Theory and Methods
- 9 Studies with Preschoolers
- 10 Studies with Schoolchildren, Adolescents, and Young Adults
- 11 The Reflection of Social Images in Human Figure Drawing
- 12 Conclusions and Implications
- References
- Index
9 - Studies with Preschoolers
Published online by Cambridge University Press: 24 July 2009
- Frontmatter
- Contents
- List of Tables
- List of Drawings
- List of Figures
- Preface
- Stereotypes and Prejudice in Conflict
- Introduction
- 1 The Psychological Basis of Intergroup Relations
- 2 Psychological Intergroup Repertoire in Intractable Conflicts
- 3 The Context: The Arab-Israeli Intractable Conflict
- 4 Representation of Arabs in Public Discourse
- 5 Representation of Arabs in School Textbooks
- 6 Representation of Arabs in Cultural Products
- 7 Representation of Arabs by Israeli Jews: Review of Empirical Research
- 8 The Development of Shared Psychological Intergroup Repertoire in a Conflict: Theory and Methods
- 9 Studies with Preschoolers
- 10 Studies with Schoolchildren, Adolescents, and Young Adults
- 11 The Reflection of Social Images in Human Figure Drawing
- 12 Conclusions and Implications
- References
- Index
Summary
Seven studies in our laboratory focused on the acquisition by preschoolers of different aspects of the psychological intergroup repertoire relating to the self-referent group (“Jews” and “Israelis”) and the rival group (“Arabs). We were interested in the acquisition of words, concepts, images, and ethnic and national identity. Beyond acquisition, we examined the content of stereotypes, attitudes, attributed intentions to in- and outgroup, environmental influences on stereotypes and attitudes, the sources of information this age group identifies, and their tendency for generalizing evaluations regarding the rival group or regarding strangers.
To unveil the process of acquisition, we started to interview children at the earliest possible age, the age of 2 years. All of the participants in our studies had sufficient verbal skills to participate in structured interviews enabling the tracing of lexical, conceptual, and imagery development. Some interviews included direct questions, and others related to drawings, photographs, or illustrated stories. Although we recognize the shortcomings of interviewing young children, we believe that they represent the best source for information regarding the social vocabulary and verbal or imaginary concepts that children have in their repertoire. However, adding implicit techniques, less dependent on verbal expression, we learned about different aspects of the social knowledge Jewish Israeli children acquire at an early age. The assessment techniques we utilized related to in- and outgroup members separately; however, most of them confounded positivity-negativity.
- Type
- Chapter
- Information
- Stereotypes and Prejudice in ConflictRepresentations of Arabs in Israeli Jewish Society, pp. 261 - 290Publisher: Cambridge University PressPrint publication year: 2005