This article is based on a research that, from the perspective of social neuroscience, aims to establish the impact of sociocognitive variables such as empathy and fluid intelligence in the manifestation of implicit and explicit prejudice of students with immigrant peers, within a commune in the Metropolitan Region of Chile. The research uses the IAT paradigm, a scale of attitudes towards multiculturalism (EAHMC), the Empathy Index (Bryant, 1982) and the application of the WISC IV to know the levels of fluid intelligence. The results of this investigation show a statistically significant relationship in the modulation of both empathy and fluid intelligence (f = 2,011, f = 2,991, f = 3,268, P <0,05), which is close to the possibility to prevent the prejudice that originates within the classroom and at the same time provides tools that allow the recognition of prejudicial attitudes towards interculturality and the analysis of educational policies that efficiently promote these cognitive skills considered here (fluid intelligence and empathy).
Keywords:
Neuroscience; social cognition; prejudice; empathy; fluid intelligence; IAT; eye tracking
Arriagada-Pastene, D., Valderrama-Gacitúa, N., & Salas-Guzmán, N. (2019). Role of Fluid Intelligence and Empathy in the Implicit and Explicit Prejudice in Schoolchildren. Revista Saberes Educativos, (3), 123–143. https://doi.org/10.5354/2452-5014.2019.53814
