scholarly journals Looking beyond the obvious to figure out the Entry Points of Racial Awareness and Bias in Children: A Commentary of Waxman (2021)

2021 ◽  
Author(s):  
Shardul Shankar
Keyword(s):  
Empirical Evidence ◽  
Racial Bias ◽  
Large Body ◽  
Time Frame ◽  
Racial Awareness ◽  
Call To Action ◽  
Entry Points ◽  
Science Framework ◽  
Comprehensive Framework ◽  
Early Developmental

In “Racial Awareness and Bias Begin Early: Developmental Entry Points, Challenges, and a Call to Action”, Waxman (2021) argues that there is a dramatic overestimation by the community when it comes to evidence of the time-frame when it should be discussed with children (p. 898). To counter this problem, they promote the intention of identifying “the developmental roots of these prejudices, forces that sustain them, and pathways to reduce them” (p. 893). The goal of Waxman is to advance the entry points of this bias, especially in our infants and children, as there are obvious and apparent damaging consequences to the children, their communities and the society as a whole. They advocate the use of a more “comprehensive research agenda”, specifically the use of larger empirical base, methodological tool-kit, and psychological-science framework to identify the preliminary stages of the acquisition of racial bias. They look back into the large body of experimental and empirical evidence to provide an overview of the development of racial bias in young children and infants. They then provide a substantially comprehensive framework to tackle this issue. Finally, Waxman argues that the strongest tool to advance the understanding and tackling of early racial bias is by arming the parents, teachers, and other policymakers with strong empirical evidence and evidence-based recommendations, which would allow for better conversations within the families and classrooms.

scholarly journals Looking beyond the obvious to figure out the Entry Points of Racial Awareness and Bias in Children: A Commentary of Waxman (2021)

2021 ◽  
Author(s):  
Shardul Shankar
Keyword(s):  
Empirical Evidence ◽  
Racial Bias ◽  
Large Body ◽  
Time Frame ◽  
Racial Awareness ◽  
Call To Action ◽  
Entry Points ◽  
Science Framework ◽  
Comprehensive Framework ◽  
Early Developmental

In “Racial Awareness and Bias Begin Early: Developmental Entry Points, Challenges, and a Call to Action”, Waxman (2021) argues that there is a dramatic overestimation by the community when it comes to evidence of the time-frame when it should be discussed with children (p. 898). To counter this problem, they promote the intention of identifying “the developmental roots of these prejudices, forces that sustain them, and pathways to reduce them” (p. 893). The goal of Waxman is to advance the entry points of this bias, especially in our infants and children, as there are obvious and apparent damaging consequences to the children, their communities and the society as a whole. They advocate the use of a more “comprehensive research agenda”, specifically the use of larger empirical base, methodological tool-kit, and psychological-science framework to identify the preliminary stages of the acquisition of racial bias. They look back into the large body of experimental and empirical evidence to provide an overview of the development of racial bias in young children and infants. They then provide a substantially comprehensive framework to tackle this issue. Finally, Waxman argues that the strongest tool to advance the understanding and tackling of early racial bias is by arming the parents, teachers, and other policymakers with strong empirical evidence and evidence-based recommendations, which would allow for better conversations within the families and classrooms.

Racial Awareness and Bias Begin Early: Developmental Entry Points, Challenges, and a Call to Action

2021 ◽  
Vol 16 (5) ◽  
pp. 893-902
Author(s):  
Sandra R. Waxman
Keyword(s):  
Young Children ◽  
Hate Speech ◽  
Racial Bias ◽  
Racial Awareness ◽  
Call To Action ◽  
Race Bias ◽  
Entry Points ◽  
Science Framework ◽  
Early Developmental ◽  
Infants And Young Children

Overt expressions of racial intolerance have surged precipitously. The dramatic uptick in hate crimes and hate speech is not lost on young children. But how, and how early, do children become aware of racial bias? And when do their own views of themselves and others become infused with racial bias? This article opens with a brief overview of the existing experimental evidence documenting developmental entry points of racial bias in infants and young children and how it unfolds. The article then goes on to identify gaps in the extant research and outlines three steps to narrow them. By bringing together what we know and what remains unknown, the goal is to provide a springboard, motivating a more comprehensive psychological-science framework that illuminates early steps in the acquisition of racial bias. If we are to interrupt race bias at its inception and diminish its effects, then we must build strong cross-disciplinary bridges that span the psychological and related social sciences to shed light on the pressing issues facing our nation’s young children and their families.

scholarly journals Metacognition: ideas and insights from neuro- and educational sciences

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Damien S. Fleur ◽  
Bert Bredeweg ◽  
Wouter van den Bos
Keyword(s):  
Cognitive Neuroscience ◽  
Large Body ◽  
Brain Regions ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Metacognitive Control ◽  
Domain Generality ◽  
Entry Points ◽  
Control Research ◽  
Educational Sciences

AbstractMetacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little exchange and communication. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

scholarly journals 9/11-related PTSD among highly exposed populations: a systematic review 15 years after the attack

2017 ◽  
Vol 48 (4) ◽  
pp. 537-553 ◽  
Author(s):  
A. Lowell ◽  
B. Suarez-Jimenez ◽  
L. Helpman ◽  
X. Zhu ◽  
A. Durosky ◽  
...  
Keyword(s):  
Systematic Review ◽  
Longitudinal Studies ◽  
Large Body ◽  
Health Impact ◽  
Time Frame ◽  
Post Traumatic Stress ◽  
Cross Sectional ◽  
Data Set ◽  
Prevalence Studies ◽  
Back Ground

BackgroundThe 11 September 2001 (9/11) attacks were unprecedented in magnitude and mental health impact. While a large body of research has emerged since the attacks, published reviews are few, and are limited by an emphasis on cross-sectional research, short time frame, and exclusion of treatment studies. Additionally, to date, there has been no systematic review of available longitudinal information as a unique data set. Consequently, knowledge regarding long-term trajectories of 9/11-related post-traumatic stress disorder (PTSD) among highly exposed populations, and whether available treatment approaches effectively address PTSD within the context of mass, man-made disaster, remains limited.MethodsThe present review aimed to address these gaps using a systematic review of peer-reviewed reports from October 2001 to May 2016. Eligible reports were of longitudinal studies of PTSD among highly exposed populations. We identified 20 reports of 9/11-related PTSD, including 13 longitudinal prevalence studies and seven treatment studies.ResultsFindings suggest a substantial burden of 9/11-related PTSD among those highly exposed to the attack, associated with a range of sociodemographic and back-ground factors, and characteristics of peri-event exposure. While most longitudinal studies show declining rates of prevalence of PTSD, studies of rescue/recovery workers have documented an increase over time. Treatment studies were few, and generally limited by methodological shortcomings, but support exposure-based therapies.ConclusionFuture directions for research, treatment, and healthcare policy are discussed.

scholarly journals Racial Microaggressions: Critical Questions, State of the Science, and New Directions

2021 ◽  
Vol 16 (5) ◽  
pp. 880-885
Author(s):  
Monnica T. Williams
Keyword(s):  
Mental Health ◽  
Racial Bias ◽  
Racial Microaggressions ◽  
Power Dynamics ◽  
Systemic Racism ◽  
Psychology Education ◽  
Entry Points ◽  
New Directions ◽  
State Of The Science ◽  
Theoretical Issues

Racial microaggressions are an insidious form of racism with devastating mental-health outcomes, but the concept has not been embraced by all scholars. This article provides an overview of new scholarship on racial microaggressions from an array of diverse scholars in psychology, education, and philosophy, with a focus on new ways to define, conceptualize, and categorize racial microaggressions. Racism, along with its many forms and manifestations, is defined and clarified, drawing attention to the linkages between racial microaggressions and systemic racism. Importantly, the developmental entry points leading to the inception of racial bias in children are discussed. Theoretical issues are explored, including the measurement of intersectional microaggressions and the power dynamics underpinning arguments designed to discredit the nature of racial microaggressions. Also described are the very real harms caused by racial microaggressions, with new frameworks for measurement and intervention. These articles reorient the field to this pertinent and pervasive problem and pave the way for action-based responses and interventions. The next step in the research must be to develop interventions to remedy the harms caused by microaggressions on victims. Further, psychology must make a fervent effort to root out racism that prevents scholarship on these topics from advancing.

Resilience through Learning and Adaptation: Lebanon’s Power-Sharing System and the Syrian Refugee Crisis

2019 ◽  
Vol 11 (1) ◽  
pp. 65-90 ◽  
Author(s):  
Carmen Geha
Keyword(s):  
Empirical Evidence ◽  
Policy Making ◽  
Time Frame ◽  
Power Sharing ◽  
Refugee Crisis ◽  
Syrian Refugee ◽  
Learning And Adaptation ◽  
Syrian Refugee Crisis

This article conceptualizes the Lebanese sectarian power-sharing system as a resilient system. Utilizing the case of the Lebanese government’s response to the Syrian refugee crisis, the article unpacks this notion of resilience through two mechanisms of learning and adaptation. The article contributes to the literature on power-sharing by focusing on policy-making during political deadlock and crisis. Anchored in empirical evidence, this article explains how the Lebanese government exhibited learning and adaptation by facilitating the efforts of donors, municipalities and ngos to respond to the evolving refugee crisis. In doing so, the deadlock that prevailed during that time-frame did not translate into policy inaction. While not considering that the Lebanese response was a rights-based approach to addressing the crisis, the article contends that mechanisms of learning and adaptation help reveal some form of response to this crisis. Understanding this response can help in future theorizing about the continuity of power-sharing systems.

scholarly journals Using the Science of Psychology to Target Perpetrators of Racism and Race-Based Discrimination for Intervention Efforts: Preventing Another Trayvon Martin Tragedy

2013 ◽  
Vol 5 (1) ◽  
pp. 11-36 ◽  
Author(s):  
Vickie M. Mays, PhD, MSPH ◽  
Denise Johnson, JD ◽  
Courtney N. Coles, MPH ◽  
Denise Gellene, MBA ◽  
Susan D. Cochran, PhD, MS
Keyword(s):  
African American ◽  
Los Angeles ◽  
Racial Bias ◽  
Negative Impact ◽  
African American Men ◽  
Call To Action ◽  
Psychological Science ◽  
Implicit Biases ◽  
Pro Bono ◽  
Trayvon Martin

Psychological science offers a variety of methods to both understand and intervene when acts of potential racial or ethnic racism, bias or prejudice occur. The Trayvon Martin killing is a reminder of how vulnerable African American men and boys, especially young African American men, are to becoming victims of social inequities in our society. We examine several historical events of racial bias (the Los Angeles civil disturbance after the Rodney King verdict, the federal government’s launch of a “War on Drugs” and the killing of Trayvon Martin) to illustrate the ways in which behaviors of racism and race-based discrimination can be viewed from a psychological science lens in the hopes of eliminating and preventing these behaviors. If society is to help end the genocide of African American men and boys then we must broaden our focus from simply understanding instances of victimization to a larger concern with determining how policies, laws, and societal norms serve as the foundation for maintaining implicit biases that are at the root of race-based discrimination, prejudice, bias and inequity. In our call to action, we highlight the contributions that psychologists, particularly racial and ethnic minority professionals, can make to reduce the negative impact of racial and ethnic bias through their volunteer/pro bono clinical efforts.

scholarly journals On the Relationship(s) Between Color and Taste/Flavor

2019 ◽  
Vol 66 (2) ◽  
pp. 99-111 ◽  
Author(s):  
Charles Spence
Keyword(s):  
Empirical Evidence ◽  
Opposite Direction ◽  
Large Body ◽  
The Other ◽  
Crossmodal Correspondences ◽  
Flavor Perception ◽  
The Relationship

Abstract. Experimental psychologists, psychophysicists, food/sensory scientists, and marketers have long been interested in, and/or speculated about, what exactly the relationship, if any, might be between color and taste/flavor. While several influential early commentators argued against there being any relationship, a large body of empirical evidence published over the last 80 years or so clearly demonstrates that the hue and saturation, or intensity, of color in food and/or drink often influences multisensory flavor perception. Interestingly, the majority of this research has focused on vision’s influence on the tasting experience rather than looking for any effects in the opposite direction. Recently, however, a separate body of research linking color and taste has emerged from the burgeoning literature on the crossmodal correspondences. Such correspondences, or associations, between attributes or dimensions of experience, are thought to be robustly bidirectional. When talking about the relationship between color and taste/flavor, some commentators would appear to assume that these two distinct literatures describe the same underlying empirical phenomenon. That said, a couple of important differences (in terms of the bidirectionality of the effects and their relative vs. absolute nature) are highlighted, meaning that the findings from one domain may not necessarily always be transferable to the other, as is often seemingly assumed.

scholarly journals Refugee Integration in Canada: A Survey of Empirical Evidence and Existing Services

Refuge ◽  
2007 ◽  
pp. 17-34 ◽  
Author(s):  
Soojin Yu ◽  
Estelle Ouellet ◽  
Angelyn Warmington
Keyword(s):  
Empirical Evidence ◽  
Large Body ◽  
Immigrant Integration ◽  
Cultural Integration ◽  
Empirical Knowledge ◽  
Policy Documents ◽  
Refugee Integration ◽  
Refugee Claimants ◽  
The Government ◽  
Research And Policy

While a fairly large body of empirical research and policy documents exists on immigrant integration in Canada, studies on refugee integration are scarce. This paper attempts to fill this gap. It summarizes what is known about refugees’ economic and socio-cultural integration patterns in Canada and what integration services are available to them in order to identify empirical knowledge gaps and service gaps. Whenever salient and possible, the distinction among the Government-Assisted Refugees, Privately Sponsored Refugees, Landed-in-Canada Refugees and refugee claimants is made.

scholarly journals Metacognition: Ideas and Insights from Neuro- and Educational Sciences

2021 ◽  
Author(s):  
Damien Shoichi Fleur ◽  
Bert Bredeweg ◽  
Wouter van den Bos
Keyword(s):  
Cognitive Neuroscience ◽  
Large Body ◽  
Brain Regions ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Metacognitive Control ◽  
Domain Generality ◽  
Entry Points ◽  
Control Research ◽  
Educational Sciences

Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement. More recently, metacognition has been studied from experimental and cognitive neuroscience perspectives. This research has started to identify brain regions that encode metacognitive processes. However, the educational and neuroscience disciplines have largely developed separately with little crosstalk. In this article, we review the literature on metacognition in educational and cognitive neuroscience and identify entry points for synthesis. We argue that to improve our understanding of metacognition, future research needs to (i) investigate the degree to which different protocols relate to the similar or different metacognitive constructs and processes, (ii) implement experiments to identify neural substrates necessary for metacognition based on protocols used in educational sciences, (iii) study the effects of training metacognitive knowledge in the brain, and (iv) perform developmental research in the metacognitive brain and compare it with the existing developmental literature from educational sciences regarding the domain-generality of metacognition.

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