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- W2091733170 abstract "WILLIAMS, JOHN E.; BOSWELL, DONNA A.; and BEST, DEBORAH L. Evaluative Responses of Preschool Children to the Colors White and Black. CHILD DEVELOPMENT, 1975, 46, 501-508. The earlier version of the Color Meaning Test (CMT I) had been found to be useful as a means of assessing the evaluative responses of preliterate children to the colors white and black in studies dealing with the development and modification of color and racial attitudes. In this paper we summarize the findings with CMT I, describe the lengthened and otherwise revised CMT II, and discuss theories of the development of color and race bias in young children. CMT II data are reported for 160 Euro-American and 160 Afro-American children, ranging in age from 40 to 91 months (mean = 61 months), who were tested by Euroand AfroAmerican examiners. Analyses of the white-black color meaning scores indicated satisfactory internal consistency (r = .63). A tendency to evaluate the color white more positively than the color black was found among both Euroand Afro-American subjects. The scores were found to vary systematically with race of subject, but not with sex of subject or race of examiner. It is concluded that CMT II provides a reliable index of white-black color bias and that it and its companion procedure, the Preschool Racial Attitude Measure II, provide useful techniques for the study of color and race bias in preliterate children. Theoretically, it is proposed that pro-white/anti-black color bias may be related to the child's status as a diurnal animal and, hence, to his experiences with the light of day and dark of night." @default.
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- W2091733170 date "1975-06-01" @default.
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- W2091733170 title "Evaluative Responses of Preschool Children to the Colors White and Black" @default.
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- W2091733170 doi "https://doi.org/10.1111/j.1467-8624.1975.tb03339.x" @default.
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