Question

What are the different types of social differences?

Answer 1

Overlapping differences is the mixture of one or more differencescaused by one main difference. Situations of this kind produce social divisions, when one kind of social difference becomes more important than the other and people start feeling that they belong to different communities

Answer 2

Taken together, the results of Experiments 3and 4 suggest that preschool children have a more richly structured and adultlike grasp of race than earlier researchers imagined. Still, there are interesting differences between children’s and adult models of social difference. Paradoxically, these differences may not turn on children having a less theory-like model of social difference, but one that is more theory-like than adults. For adults, occupation is a functional (or artifact-like) category and not a theory-laden one. Results of Experiment 3 raise the possibility that children in the youngest age group invest occupation with deeper importance than adults would. Recall that in that study, 4-year-olds not only found race more relevant to identity than body build, they also found it more informative than occupational apparel. Three-year-olds also reasoned that race was more informative of identity than body build, but unlike 4-year-olds, the younger preschoolers did not distinguish between the contributions race and occupational apparel make to identity.

Two alternative interpretations come to mind. A first possibility is to attribute the difference in performance of younger-preschoolers (who did not find race more important than occupation in judgments of identity) and older preschoolers (who did) to a developmental shift from a reliance on appearances to a reliance on a deeper understanding of social difference. Both groups appear to understand that the meaning of stable physical features (such as skin color and body build) is not the same, but only the older group expect that meaningful corporeal features are generally more important than sartorial differences. Thus, older but not younger preschoolers recognize a further level of contrast between the features. Three-year-olds, by distinguishing between the role race and body build play in identity, show that they discriminate attributes in terms of the relevance they have in human variation. In contrast, 4-year-olds, by distinguishing the role that corporeal features play relative to variable properties like costume, discriminate the relevance different classesof features have for understanding identity