Children show signs of intergroup biases from early in development, and evidence suggests that these biases increase through middle childhood. Here we critically review and synthesize the literature on the different types of childhood experiences that have been associated with increases or decreases in childhood intergroup bias. Based on the review, one type of childhood experience stands out as being reliably associated with increased intergroup bias over multiple studies—specific overt messages communicating intergroup conflict with, or negativity from, other groups. Three types of childhood experiences were found to be reliably associated with reduced intergroup bias: (a) structured intergroup contact, (b) explicit education about prejudice, and (c) imagined contact with members of other groups. We highlight the social and policy implications of this work and delineate specific experiences and interventions that might be helpful in ameliorating childhood intergroup biases. We also highlight developmental issues concerning the ways that interventions need to vary to be maximally effective at different ages. Finally, recommendations are offered on key factors to incorporate in childhood intergroup bias interventions, as well as what to avoid when attempting to design such programs due to negative (unintended) consequences. This review attempts to

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儿童的童年经历和群体间偏见

儿童从发育早期就表现出群体间偏见的迹象，并且证据表明，这些偏见在整个童年中期都在增加。在这里，我们批判性地回顾和综合了与儿童期群体间偏见的增加或减少相关的不同类型的儿童期经历的文献。根据该评论，一种童年经历与多种研究中的群体间偏倚确实相关，即与群体间冲突或其他群体的消极情绪传达的明确公开信息。发现三种类型的童年经历与减少群体间的偏倚确实相关：（a）结构化的群体间接触；（b）明确的偏见教育；（c）想象与其他群体成员的接触。我们强调了这项工作的社会和政策含义，并描述了可能有助于减轻儿童群体间偏见的具体经验和干预措施。我们还强调了发展问题，这些问题涉及干预措施的变化方式，以便在不同年龄段发挥最大作用。最后，提供了有关纳入儿童群体间偏见干预措施的关键因素的建议，以及由于负面（意想不到的）后果而在设计此类程序时应避免的因素。这篇评论试图 针对纳入儿童群体间偏见干预的关键因素，以及由于负面（意想不到的）后果而设计此类程序时应避免的因素，提出了一些建议。这篇评论试图 针对纳入儿童群体间偏见干预的关键因素，以及由于负面（意想不到的）后果而设计此类程序时应避免的因素，提出了一些建议。这篇评论试图