Social Cognitive Development Lab at Yale Publications

on



To Be or Not to Be (Black or Multiracial or White) Cultural Variation in Racial Boundaries→
Chen, J. M., Couto, M. C. P. D. P., Sacco, A. M., and Dunham, Y. (2017) Social Psychological and Personality Science


“Wealth Makes Many Friends”: Children Expect More Giving from Resource-Rich than Resource-Poor Individuals→
Ahl, R.E., and Dunham, Y., (2017) Child Development


Profit versus prejudice: harnessing self-interest to reduce in-group bias→
Stagnaro, M. N., Dunham, Y., and Rand, D. G. (2017).  Social Psychological and Personality Science, 


Implicit Intergroup Bias and the Long Road to Predicting Discrimination→
Dunham, Y. (2017). The Wiley Handbook of Group Processes in Children and Adolescents,


Mutual intentions as a causal framework for social groups→
Noyes, A., and Dunham, Y. (2017). Mutual intentions as a causal framework for social groups. Cognition.


Fairness overrides group bias in children’s second-party punishment→
McAuliffe, K and  Dunham, Y, (2017) Journal of Experimental Psychology


Evidence for a relationship between trait gratitude and prosocial behaviour→
Yost-Dubrow, R., and Dunham, Y. (2017). Cognition and Emotion. 


Children Are Sensitive to Norms of Giving→
McAuliffe K., Raihani N., Dunham Y., (2017) . Cognition. 


How Does Social Essentialism Affect the Development of Inter-Group Relations? →
Rhodes, M., Leslie, S.J., Saunders, K., Dunham, Y., and Cimpian, A. (2017). Developmental Science.


The Development of White-Asian Categorization: Contributions from Skin Color and Other Physiognomic Cues→
Dunham, Y., Dotsch, R., Clark, A.R., and Stepanova, E.V. (2016). PloS One.


Intergroup Cognition→
Dunham, Y. (in press). International Encyclopedia of Anthropology. New York: Wiley Blackwell.


Beyond Discrete Categories: Studying Multiracial, Intersex, and Transgender Children Will Strengthen Basic Developmental Science→
Dunham, Y., and Olson, K. R. (2016). Journal of Cognition and Development, 17(4), 642-665.


Group Bias in Cooperative Norm Enforcement→
McAuliffe, K. and Dunham, Y. (2016). Philosophical Transactions of the Royal Society of London, 1-9.


The Effects of Minimal Group Membership on Young Preschoolers' Social Preferences, Estimates of Similarity, and Behavioral Attribution→
Richter, N., Over, H., and Dunham, Y. (2016). Collabra, 2(1), pp. 1–8 


Does Stigmatized Social Risk Lead to Denialism? Results from a Survey Experiment on Race, Risk Perception, and Health Policy in the United States→
Dunham, Y., Lieberman, E. S., and Snell, S. A. (2016). PloS One, 11(3), e0147219.


I Won't Tell: Young Children Show Loyalty to their Group by Keeping Group Secrets→
Misch, A., Over, H., and Carpenter, M. (2016). Journal of Experimental Child Psychology, 96-106.


The Development of Stereotype Content: The Use of Warmth and Competence in Assessing Social Groups →
Roussos, G. and Dunham, Y. (2016). Journal of Experimental Child Psychology, 133-144.


The Development of Implicit Gender Attitudes (PDF)→
Dunham, Y., Baron, A.S., and Banaji, M.R. (2015). Developmental Science, 1-9.




Stereotypes Persist That Class and Privilege Determine Intellect and Success
- Yasmin Anwar, University of California Berkeley News Center
March 31, 2015
Jul 7, 2015

Learning to Be "Good"
- Joe Hansen, Teaching Tolerance Magazine
Spring 2015
Jul 7, 2015

Yale Labs & Links

Collaborators
CHECK OUT THE SCDL NEWSLETTER



Thanks so much to our 2017 Summer Interns!



Social Cognitive Development Lab
T: 203-432-8646
E: yalekids@gmail.com
© 2018 SCDL | Yale Psychology
Designed and developed by ScienceSites: websites for scientists


POWERED BY SQUARESPACE

Comments

Post a Comment