Home > Research > Publications & Outputs > The other-race effect in children from a multir...

Associated organisational unit

Electronic data

  • Tham, Bremner, & Hay (in press) - no watermark

    Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, 155, 2017 DOI: 10.1016/j.jecp.2016.11.006

    Accepted author manuscript, 421 KB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Links

Text available via DOI:

View graph of relations

The other-race effect in children from a multiracial population: a cross-cultural comparison

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published
<mark>Journal publication date</mark>03/2017
<mark>Journal</mark>Journal of Experimental Child Psychology
Volume155
Number of pages10
Pages (from-to)128-137
Publication StatusPublished
Early online date10/12/16
<mark>Original language</mark>English

Abstract

The role of experience with other-race faces on the development of the ORE was investigated through a cross-cultural comparison between 5- to 6-year-old (n = 83) and 13- to 14-year-old (n = 66) children raised in a monoracial (British-White) and a multiracial (Malaysian-Chinese) population. British-White children showed an ORE to three other-race faces (Chinese, Malay, and African-Black) that was stable across age. Malaysian-Chinese children showed recognition deficit for less experienced faces (African-Black) but showed a recognition advantage for faces of which they have direct or indirect experience. Interestingly, younger (Malaysian-Chinese) children showed no ORE for female faces such that they can recognize all female faces regardless of race. These findings point to the importance of early race and gender experiences in re-organizing the face representation to accommodate changes in experience across development.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, 155, 2017 DOI: 10.1016/j.jecp.2016.11.006