Cocco, Veronica Margherita, Bisagno, Elisa, Di Bernardo, Gian Antonio, Bicocchi, Nicola, Calderara, Simone, Palazzi, Andrea, Cucchiara, Rita, Zambonelli, Franco, Cadamuro, Alessia, Stathi, Sofia ORCID: 0000-0002-1218-5239 , Crisp, Richard and Vezzali, Loris (2022) Let’s stay close: an examination of the effects of imagined contact on behavior toward children with disabilities. Social Development. ISSN 0961-205X (Print), 1467-9507 (Online) (doi:https://doi.org/10.1111/sode.12662)

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Abstract

In line with current developments in indirect intergroup contact literature, we conducted a field study using the imagined contact paradigm among high-status (Italian children) and low-status (children with foreign origins) group members (N = 122; 53 females, mean age = 7.52 years). The experiment aimed to improve attitudes and behavior toward a different low-status group, children with disability. To assess behavior, we focused on an objective measure that captures the physical distance between participants and a child with disability over the course of a five-minute interaction (i.e., while playing together). Results from a 3-week intervention revealed that in the case of high-status children imagined contact, relative to a no-intervention control condition, improved outgroup attitudes and behavior, and strengthened helping and contact intentions. These effects however did not emerge among low-status children. The results are discussed in the context of intergroup contact literature, with emphasis on the implications of imagined contact for educational settings.

Item Type:	Article
Uncontrolled Keywords:	imagined contact; indirect contact; intergroup contact; intergroup behavior; prejudice; children
Subjects:	B Philosophy. Psychology. Religion > BF Psychology R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Inequalities Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	23 Dec 2023 01:38
URI:	http://gala.gre.ac.uk/id/eprint/38387

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