Gender Race Intermodal Perception: Can Children Assume Group Membership Using Audio Cues?
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2024
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Haverford College. Department of Psychology
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Thesis
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Award
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eng
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Abstract
Individuals use many different cues to categorize others into social categories. This study specifically examined the role of vocal cues in this categorization process, taking a developmental approach to better understand how these cues influence children’s categorization processes. Participants (N= 62) ages three through ten (MAge= 5.43 years, SD= 1.51) were presented with audio recordings from Asian, Black, and White men and women, and asked to select the speaker out of a set of pictures of the same target race and gender groups. Children were more likely than chance to make correct gender matches (M= 0.796, SD= 0.240), chance= 50%, one sample t test: t(61)= 9.63, SD= 0.03, p < 0.001) and race-gender matches (M= 0.31, SD= 0.19), chance= 16%, one sample t test: t(61)= 5.9, SD= 0.02, p < 0.001. Within gender matches, children made more matches for male speakers compared to female speakers, and made the fewest gender matches for Black speakers. For race matches, children made more race matches for White speakers compared to Black and Asian speakers. The results of this study suggest that children can assign group membership based on vocal cues, but this may be mediated by the status of speakers (e.g. White male speakers), and could be a unique process when categorizing others by race and gender simultaneously.