How do we conceptualize social groups and how do our concepts guide how we perceive and evaluate individuals? My research centers around three major themes:
1) Group norms (e.g., is it wrong to go against the group? when is non-conformity acceptable and when is it not? how do children treat non-conformists?)
2) Concepts of race (e.g., can a person have more than one race? can a person's race change over time? is someone's race predictive of their relationships?)
3) Psychological essentialism (e.g., how does the belief that groups have "essences" develop and does it predict social behavior, such as voting intentions and legislative support?)
Across these themes, I recruit racially and ethnically diverse samples to examine how our own backgrounds shape social cognition, and I use a variety of experimental and survey methods with both child and adult participants.
I am accepting applications for PhD students for the fall of 2018!
Assistant Professor, Psychology
Honors & Awards
Research Fellowship, Ford Foundation (2013)
Research Fellowship, National Science Foundation (2013)
AA, Borough of Manhattan Community College, Liberal Arts (2009)
BS, New York University, Applied Psychology (2012)
MS, University of Michigan, Psychology (2014)
PhD, University of Michigan, Psychology (2017)
So It Is, So It Shall Be: Group Regularities License Children's Prescriptive Judgments.
2017; 41: 576-600
When do descriptive regularities (what characteristics individuals have) become prescriptive norms (what characteristics individuals should have)? We examined children's (4-13 years) and adults' use of group regularities to make prescriptive judgments, employing novel groups (Hibbles and Glerks) that engaged in morally neutral behaviors (e.g., eating different kinds of berries). Participants were introduced to conforming or non-conforming individuals (e.g., a Hibble who ate berries more typical of a Glerk). Children negatively evaluated non-conformity, with negative evaluations declining with age (Study 1). These effects were replicable across competitive and cooperative intergroup contexts (Study 2) and stemmed from reasoning about group regularities rather than reasoning about individual regularities (Study 3). These data provide new insights into children's group concepts and have important implications for understanding the development of stereotyping and norm enforcement.
View details for DOI 10.1111/cogs.12443
View details for PubMedID 27914116
View details for PubMedCentralID PMC5395313
Making boundaries great again: Essentialism and support for boundary-enhancing initiatives
Personality and Social Psychology Bulletin
View details for DOI 10.1177/014616724801
Can White Children Grow Up to Be Black? Children's Reasoning About the Stability of Emotion and Race
2016; 52 (6): 887-893
Recent research questions whether children conceptualize race as stable. We examined participants' beliefs about the relative stability of race and emotion, a temporary feature. Participants were White adults and children ages 5-6 and 9-10 (Study 1) and racial minority children ages 5-6 (Study 2). Participants were presented with target children who were happy or angry and Black or White and were asked to indicate which of 2 adults (a race but not emotion match or an emotion but not race match) each child would grow up to be. White adults, White 9- to 10-year-olds, and racial minority 5- to 6-year-olds selected race matches, whereas White 5- to 6-year-olds selected race and emotion matches equally. These data suggest that beliefs about racial stability vary by age and social group. (PsycINFO Database Record
View details for DOI 10.1037/dev0000132
View details for Web of Science ID 000377958700005
View details for PubMedID 27148779
View details for PubMedCentralID PMC4882227
Do Children See in Black and White? Children's and Adults' Categorizations of Multiracial Individuals
2015; 86 (6): 1830-1847
Categorizations of multiracial individuals provide insight into the development of racial concepts. Children's (4-13 years) and adults', both White (Study 1) and Black (Study 2; N = 387), categorizations of multiracial individuals were examined. White children (unlike Black children) more often categorized multiracial individuals as Black than as White in the absence of parentage information. White and Black adults (unlike children) more often categorized multiracial individuals as Black than as White, even when knowing the individuals' parentage. Children's rates of in-group contact predicted their categorizations. These data suggest that a tendency to categorize multiracial individuals as Black relative to White emerges early in development and results from perceptual biases in White children but ideological motives in White and Black adults.
View details for DOI 10.1111/cdev.12410
View details for Web of Science ID 000363903400012
View details for PubMedID 26315349
View details for PubMedCentralID PMC4626305
Group presence, category labels, and generic statements influence children to treat descriptive group regularities as prescriptive
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
2017; 158: 19-31
Children use descriptive regularities of social groups (what is) to generate prescriptive judgments (what should be). We examined whether this tendency held when the regularities were introduced through group presence, category labels, or generic statements. Children (ages 4-9years, N=203) were randomly assigned to one of four conditions that manipulated how descriptive group regularities were presented: group presence (e.g., "These ones [a group of three individuals] eat this kind of berry"), category labels (e.g., "This [individual] Hibble eats this kind of berry"), generic statements (e.g., [showing an individual] "Hibbles eat this kind of berry"), or control (e.g., "This one [individual] eats this kind of berry"). Then, children saw conforming and non-conforming individuals and were asked to evaluate their behavior. As predicted, children evaluated non-conformity negatively in all conditions except the control condition. Together, these results suggest that minimal perceptual and linguistic cues provoke children to treat social groups as having normative force.
View details for DOI 10.1016/j.jecp.2016.11.013
View details for Web of Science ID 000396961500002
View details for PubMedID 28167383
Children's descriptive-to-prescriptive tendency replicates (and varies) cross-culturally: Evidence from China.
Journal of experimental child psychology
Research with U.S. samples found that children use descriptive group regularities (characteristics shared by individuals within a group) to generate prescriptive judgments (characteristics that should be shared by individuals within a group). Here, we assessed this descriptive-to-prescriptive tendency in a sample of children (ages 4-13years) and adults (ages 18-40years) from mainland China. Participants were introduced to novel groups (i.e., Hibbles and Glerks) who engaged in contrasting morally neutral behaviors (e.g., listening to different kinds of music) and then to conforming and non-conforming individuals (e.g., a Hibble who listened to music more typical of Glerks). Like U.S. children, Chinese children disapproved of non-conformity and rates of disapproval declined with age. However, compared with U.S. children, younger Chinese children (ages 4-6years) rated non-conformity more disapprovingly, and unlike U.S. adults, Chinese adults rated non-conformity more negatively than conformity. Moreover, compared with U.S. participants, Chinese participants across all age groups appealed more often to norm-based explanations when justifying their disapproval. These data provide a cross-cultural replication of children's descriptive-to-prescriptive tendency but also reveal cross-cultural variation, and they have implications for understanding the mechanisms that underlie stereotyping and normative reasoning.
View details for DOI 10.1016/j.jecp.2017.03.018
View details for PubMedID 28552389
- Multiracial Children's and Adults' Categorizations of Multiracial Individuals JOURNAL OF COGNITION AND DEVELOPMENT 2017; 18 (1): 1-15
Now you see race, now you don’t: Verbal cues influence children’s racial stability judgments
2017; 43: 129-141
View details for DOI 10.1016/j.cogdev.2017.03.003
- Children's and Adults' Predictions of Black, White, and Multiracial Friendship Patterns JOURNAL OF COGNITION AND DEVELOPMENT 2017; 18 (2): 189-208
My Heart Made Me Do It: Children's Essentialist Beliefs About Heart Transplants.
Psychological essentialism is a folk theory characterized by the belief that a causal internal essence or force gives rise to the common outward behaviors or attributes of a category's members. In two studies, we investigated whether 4- to 7-year-old children evidenced essentialist reasoning about heart transplants by asking them to predict whether trading hearts with an individual would cause them to take on the donor's attributes. Control conditions asked children to consider the effects of trading money with an individual. Results indicated that children reasoned according to essentialism, predicting more transfer of attributes in the transplant condition versus the non-bodily money control. Children also endorsed essentialist transfer of attributes even when they did not believe that a transplant would change the recipient's category membership (e.g., endorsing the idea that a recipient of a pig's heart would act pig-like, but denying that the recipient would become a pig). This finding runs counter to predictions from a strong interpretation of the "minimalist" position, an alternative to essentialism.
View details for DOI 10.1111/cogs.12431
View details for PubMedID 27859571
View details for PubMedCentralID PMC5435553
Essentialism and Racial Bias Jointly Contribute to the Categorization of Multiracial Individuals
2015; 26 (10): 1639-1645
Categorizations of multiracial individuals provide insight into the psychological mechanisms driving social stratification, but few studies have explored the interplay of cognitive and motivational underpinnings of these categorizations. In the present study, we integrated research on racial essentialism (i.e., the belief that race demarcates unobservable and immutable properties) and negativity bias (i.e., the tendency to weigh negative entities more heavily than positive entities) to explain why people might exhibit biases in the categorization of multiracial individuals. As theorized, racial essentialism, both dispositional (Study 1) and experimentally induced (Study 2), led to the categorization of Black-White multiracial individuals as Black, but only among individuals evaluating Black people more negatively than White people. These findings demonstrate how fundamental cognitive and motivational biases interact to influence the categorization of multiracial individuals.
View details for DOI 10.1177/0956797615596436
View details for Web of Science ID 000362995700011
View details for PubMedID 26330456
View details for PubMedCentralID PMC4943871
Racial identity and autonomic responses to racial discrimination
2013; 50 (10): 943-953
Several studies identify racial identity-the significance and meaning that individuals attribute to race-as a mitigating factor in the association between racial discrimination and adjustment. In this study, we employed a visual imagery paradigm to examine whether racial identity would moderate autonomic responses to blatant and subtle racial discrimination analogues with Black and White perpetrators. We recruited 105 African American young adults from a public, southeastern university in the United States. The personal significance of race as well as personal feelings about African Americans and feelings about how others view African Americans moderated autonomic responses to the vignettes. We use polyvagal theory and a stress, appraisal, and coping framework to interpret our results with an eye toward elucidating the ways in which racial identity may inform individual differences in physiological responses to racial discrimination.
View details for DOI 10.1111/psyp.12087
View details for Web of Science ID 000325080100002
View details for PubMedID 23889076
- From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety EARLY EDUCATION AND DEVELOPMENT 2013; 24 (4): 446-467