Exploring the effects of group identity on preschoolers' peer-related cognitive representations

The aim of this study was to investigate the effects of group identity on preschoolers' peer-related cognitive representation. To achieve this goal, a posttest-only control group design was used with five and six-year-old children randomly assigned to one of three study conditions: Ingroup Transgressor Condition, Outgroup Transgressor Condition, and Control Condition with Individual Identity (N=92). Peer-related cognitive representation stories, including ambiguous, accidental, and intentional scenarios where a transgressor harmed a victim, were introduced to the children across study conditions. In the Ingroup Transgressor Condition, children were exposed to transgressors from their own group and victims from the other group. In contrast, in the Outgroup Transgressor Condition, transgressors were their outgroup members, while victims were their ingroup members. In the Control Condition, the transgressor and the victim were not affiliated with any of the two experimental groups. The results showed a significant relationship between group identity and children's intention attribution for the intentional scenario but not for accidental and ambiguous scenarios. On the other hand, children's resource allocation and playmate preferences appeared to be affected by their group membership. No significant relationship was found between group identity and children's reaction attribution to the transgressor and the victim across scenarios. Differences between scenario types for each study condition were also examined, and the overall results were discussed, considering the dynamics of moral concerns and group membership in children's peer-related cognitive representations and judgments.