The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network.

The Developing Belief Network is a consortium of researchers studying human development in diverse social-cultural settings, with a focus on the interplay between general cognitive development and culturally specific processes of socialization and cultural transmission in early and middle childhood. The current manuscript describes the study protocol for the network's first wave of data collection, which aims to explore the development and diversity of religious cognition and behavior. This work is guided by three key research questions: (1) How do children represent and reason about religious and supernatural agents? (2) How do children represent and reason about religion as an aspect of social identity? (3) How are religious and supernatural beliefs transmitted within and between generations? The protocol is designed to address these questions via a set of nine tasks for children between the ages of 4 and 10 years, a comprehensive survey completed by their parents/caregivers, and a task designed to elicit conversations between children and caregivers. This study is being conducted in 39 distinct cultural-religious groups (to date), spanning 17 countries and 13 languages. In this manuscript, we provide detailed descriptions of all elements of this study protocol, give a brief overview of the ways in which this protocol has been adapted for use in diverse religious communities, and present the final, English-language study materials for 6 of the 39 cultural-religious groups who are currently being recruited for this study: Protestant Americans, Catholic Americans, American members of the Church of Jesus Christ of Latter-day Saints, Jewish Americans, Muslim Americans, and religiously unaffiliated Americans.

Preference for talented naturals over hard workers emerges in childhood and shapes behavior.

Both talent and effort are considered essential sources of achievement, but past research suggests a preference for people who appear to achieve through talent. This research examined the potential naturalness preference in 306 Chinese children (Mage : 6.12 years; 164 girls) and 352 adults (Mage : 19.87 years; 182 women) in 2019. In Study 1, participants evaluated a natural or striver protagonist of equal achievement. Children attributed greater competence and warmth to naturals than strivers; adults exhibited this preference only when attributing competence. In Study 2, participants indicated their behavioral preferences between the two protagonists. Children, but not adults, interacted more with naturals than strivers. These findings indicate the naturalness preference emerges early (ds ≥ .27) but declines in strength over time.

Learning and Socializing Preferences in Hong Kong Chinese Children.

The impact of social group information on the learning and socializing preferences of Hong Kong Chinese children were examined. Specifically, the degree to which variability in racial out-group exposure affects children's use of race to make decisions about unfamiliar individuals (Chinese, White, Southeast Asian) was investigated. Participants (N = 212; Mage  = 60.51 months) chose functions for novel objects after informants demonstrated their use; indicated with which peer group member to socialize; and were measured on racial group recognition, preference, and identification. Overall, children preferred in-group members, though out-group exposure and the relative social status of out-groups mattered as well. At a young age, children's specific experiences with different races influence how they learn and befriend others across racial group lines.

The emergence of the empirical stance: Children's testing of counterintuitive claims.

Although children often believe an adult's claims, they may have opportunities to check these claims by gathering relevant empirical evidence themselves. Here, we examine whether children seize such opportunities, especially when the claim is counterintuitive. Chinese preschool and elementary schoolchildren were presented with five different-sized Russian dolls and asked to indicate the heaviest doll. Almost all children selected the biggest doll. Half of the children then heard a false, counterintuitive claim (i.e., smallest = heaviest). The remaining children heard a claim confirming their initial intuition (i.e., biggest = heaviest). Children in both age groups typically endorsed the experimenter's claim even when it was counterintuitive. However, during the experimenter's subsequent absence, elementary schoolchildren explored the dolls more if they had received counterintuitive rather than confirming testimony whereas preschool children rarely explored, no matter what testimony they had received. Thus, with increasing age, children seize opportunities to test counterintuitive claims. (PsycINFO Database Record

Are We Rational or Not? The Exploration of Voter Choices during the 2016 Presidential and Legislative Elections in Taiwan.

The decisions voters make-and whether those decisions are rational-have profound implications on the functionality of a democratic society. In this study, we delineated two criteria in evaluating voter rationality and weigh evidence of voter rationality versus irrationality. Furthermore, we compared models in two different elections in Taiwan to explore the reasons behind the irrational choices voters can make. Survey questions and an implicit association test (IAT) were administered prior to both elections among 197 voters in Taipei. These voters then reported their actual votes post-election. Model testing suggests that voters often are rational, but are more likely to make irrational choices in more important elections. Our findings indicate that voters generally aim to be diligent and to optimize their choices, even if they make less rational choices in the end. Further implications regarding elections and human rationality are discussed.

A developmental perspective on the cultural evolution of prosocial religious beliefs.

Norenzayan et al. argue that prosocial religion develops through cultural evolution. Surprisingly, they give little attention to developmental accounts of prosocial religious beliefs. A consideration of the developmental literature supports some, but not all, of the authors' conclusions.

Voting Intention and Choices: Are Voters Always Rational and Deliberative?

Human rationality--the ability to behave in order to maximize the achievement of their presumed goals (i.e., their optimal choices)--is the foundation for democracy. Research evidence has suggested that voters may not make decisions after exhaustively processing relevant information; instead, our decision-making capacity may be restricted by our own biases and the environment. In this paper, we investigate the extent to which humans in a democratic society can be rational when making decisions in a serious, complex situation-voting in a local political election. We believe examining human rationality in a political election is important, because a well-functioning democracy rests largely upon the rational choices of individual voters. Previous research has shown that explicit political attitudes predict voting intention and choices (i.e., actual votes) in democratic societies, indicating that people are able to reason comprehensively when making voting decisions. Other work, though, has demonstrated that the attitudes of which we may not be aware, such as our implicit (e.g., subconscious) preferences, can predict voting choices, which may question the well-functioning democracy. In this study, we systematically examined predictors on voting intention and choices in the 2014 mayoral election in Taipei, Taiwan. Results indicate that explicit political party preferences had the largest impact on voting intention and choices. Moreover, implicit political party preferences interacted with explicit political party preferences in accounting for voting intention, and in turn predicted voting choices. Ethnic identity and perceived voting intention of significant others were found to predict voting choices, but not voting intention. In sum, to the comfort of democracy, voters appeared to engage mainly explicit, controlled processes in making their decisions; but findings on ethnic identity and perceived voting intention of significant others may suggest otherwise.

Judgments about fact and fiction by children from religious and nonreligious backgrounds.

In two studies, 5- and 6-year-old children were questioned about the status of the protagonist embedded in three different types of stories. In realistic stories that only included ordinary events, all children, irrespective of family background and schooling, claimed that the protagonist was a real person. In religious stories that included ordinarily impossible events brought about by divine intervention, claims about the status of the protagonist varied sharply with exposure to religion. Children who went to church or were enrolled in a parochial school, or both, judged the protagonist in religious stories to be a real person, whereas secular children with no such exposure to religion judged the protagonist in religious stories to be fictional. Children's upbringing was also related to their judgment about the protagonist in fantastical stories that included ordinarily impossible events whether brought about by magic (Study 1) or without reference to magic (Study 2). Secular children were more likely than religious children to judge the protagonist in such fantastical stories to be fictional. The results suggest that exposure to religious ideas has a powerful impact on children's differentiation between reality and fiction, not just for religious stories but also for fantastical stories.

Monoracial and biracial children: effects of racial identity saliency on social learning and social preferences.

Children prefer learning from, and affiliating with, their racial in-group but those preferences may vary for biracial children. Monoracial (White, Black, Asian) and biracial (Black/White, Asian/White) children (N = 246, 3-8 years) had their racial identity primed. In a learning preferences task, participants determined the function of a novel object after watching adults (White, Black, and Asian) demonstrate its uses. In the social preferences task, participants saw pairs of children (White, Black, and Asian) and chose with whom they most wanted to socially affiliate. Biracial children showed flexibility in racial identification during learning and social tasks. However, minority-primed biracial children were not more likely than monoracial minorities to socially affiliate with primed racial in-group members, indicating their in-group preferences are contextually based.

Reducing implicit racial preferences: I. A comparative investigation of 17 interventions.

Many methods for reducing implicit prejudice have been identified, but little is known about their relative effectiveness. We held a research contest to experimentally compare interventions for reducing the expression of implicit racial prejudice. Teams submitted 17 interventions that were tested an average of 3.70 times each in 4 studies (total N = 17,021), with rules for revising interventions between studies. Eight of 17 interventions were effective at reducing implicit preferences for Whites compared with Blacks, particularly ones that provided experience with counterstereotypical exemplars, used evaluative conditioning methods, and provided strategies to override biases. The other 9 interventions were ineffective, particularly ones that engaged participants with others' perspectives, asked participants to consider egalitarian values, or induced a positive emotion. The most potent interventions were ones that invoked high self-involvement or linked Black people with positivity and White people with negativity. No intervention consistently reduced explicit racial preferences. Furthermore, intervention effectiveness only weakly extended to implicit preferences for Asians and Hispanics.

Two signatures of implicit intergroup attitudes: developmental invariance and early enculturation.

Long traditions in the social sciences have emphasized the gradual internalization of intergroup attitudes and the putatively more basic tendency to prefer the groups to which one belongs. In four experiments (N = 883) spanning two cultures and two status groups within one of those cultures, we obtained new evidence that implicit intergroup attitudes emerge in young children in a form indistinguishable from adult attitudes. Strikingly, this invariance from childhood to adulthood holds for members of socially dominant majorities, who consistently favor their in-group, as well as for members of a disadvantaged minority, who, from the early moments of race-based categorization, do not show a preference for their in-group. Far from requiring a protracted period of internalization, implicit intergroup attitudes are characterized by early enculturation and developmental invariance.

Children trust a consensus composed of outgroup members--but do not retain that trust.

Children prefer to learn from informants in consensus with one another. However, no research has examined whether this preference exists across cultures, and whether the race of the informants impacts that preference. In 2 studies, one hundred thirty-six 4- to 7-year-old European American and Taiwanese children demonstrated a systematic preference for a consensus. Nevertheless, the initial strength and persistence of that preference depended on the racial composition of the consensus. Children's preference for consensus members belonging to the same race as themselves persisted even when only one consensus member remained to provide information. When the consensus consisted of different-race informants, preference for the consensus was initially apparent but lost when only one member from the consensus remained with the dissenting informant.

Los niños son sociólogos / Children are sociologists

Investigaciones recientes han mostrado que los niños pequeños son muy sensibles a las características de las personas de las que obtienen o reciben información. Prefieren buscar y respaldar la información de los informantes con los que ya están familiarizados o de los que han demostrado ser fiables en el pasado. En este artículo se presenta una serie de trabajos en esta línea de investigación en la que se pone a prueba la sensibilidad de los niños al estatus grupal del informante. A través de distintos procedimientos se ha encontrado, de manera consistente, que cuando los niños de Educación Infantil deben elegir entre dos afirmaciones diferentes, una de ellas propuesta por dos o tres personas, y la otra, por una única persona, los niños están de acuerdo con la mayoría. Este resultado es especialmente evidente cuando los miembros de la mayoría pertenecen al mismo grupo racial que el niño, más que cuando pertenecen a otro grupo racial. Además, este sesgo hacia la mayoría se generaliza a los individuos que la componen. Por ejemplo, cuando los niños se enfrentan a un conflicto entre dos informantes, uno que pertenecía anteriormente a la mayoría y uno que no, se inclinan a seguir al miembro de la mayoría. En consecuencia, se puede decir que los niños son sociólogos astutos que se fijan atentamente en las relaciones entre individuos, especialmente en las relaciones de acuerdo y desacuerdo (AU)

Recent research has established that young children are quite sensitive to the characteristics of individual informants. They prefer to seek and endorse information from informants with whom they are al-ready familiar or from informants who have proven reliable in the past. We report an elaboration of this line of research in which children’s sensitivity to an informant’s group status is probed. A consistent finding across various procedures is that when preschool children are presented with conflicting claims, one claim made by two or three people and another made by a single person, they agree with the majority. This form of endorsement is especially apparent when members of the majority belong to the same racial group as the child rather than a different racial group. Moreover, this bias toward the majority is extended to individual members of the majority. For example, when children are presented with conflicting claims by two informants, one who previously belonged to the majority and one who did not, they are inclined to endorse the member of the majority. By implication, young children are astute sociologists. They take careful note of the relationships among individuals, particularly relationships of agreement or disagreement (AU)

Learning what feelings to desire: socialization of ideal affect through children's storybooks.

Previous findings suggest that cultural factors influence ideal affect (i.e., the affective states that people ideally want to feel). Three studies tested the hypothesis that cultural differences in ideal affect emerge early in life and are acquired through exposure to storybooks. In Study 1, the authors established that consistent with previous findings, European American preschoolers preferred excited (vs. calm) states more (indexed by activity and smile preferences) and perceived excited (vs. calm) states as happier than Taiwanese Chinese preschoolers. In Study 2, it was observed that similar differences were reflected in the pictures (activities, expressions, and smiles) of best-selling storybooks in the United States and Taiwan. Study 3 found that across cultures, exposure to exciting (vs. calm) storybooks altered children's preferences for excited (vs. calm) activities and their perceptions of happiness. These findings suggest that cultural differences in ideal affect may be due partly to differential exposure to calm and exciting storybooks.