Dautel, JocelynJocelynDautelMaloku, EdonaEdonaMalokuTomovska Misoska, AnaAnaTomovska MisoskaTaylor, Laura K.Laura K.Taylor2021-05-122021-05-122021 Brill2020-12-11Journal of Cognition and Culture1567-7095http://hdl.handle.net/10197/12152Flags are conceptual representations of group membership that can prime nationalism and allegiance to one’s group (Butz, 2009; Firth, 1973). Flags of rival groups in post-accord societies may fuel further divisions (Bryson & McCartney, 1994; Holmes & Cagle, 2000; Jarman, 1997; Morris, 2005). Yet, in settings of historic intergroup conflict, flags may also symbolize unity and peace. For instance, in Bolivia, the Wiphala flag holds dual status with the Bolivian flag; flown side by side, these flags symbolize unity with the indigenous minority population (Flesken, 2014). In Kosovo, the creation of a new flag after the break from Yugoslavia symbolized the formation of a new subordinate national identity—the Kosovar identity (Maloku, Derks, Van Laar, & Ellemers, 2016). Given these multiple meanings and representations, investigating children’s understanding of the symbolic content of flags representing conflict-related groups and national allegiances can shed light on early conceptions of nationality. Framed by Social Identity Development Theory (SIDT; Nesdale, 1999; 2004), we investigate the development of categorization of, and preferences for, ethnic flags in three post-accord societies: Northern Ireland (NI), the Republic of North Macedonia (RNM), and Kosovo.enSocial cognitionNationalityFlagsIntergroup conflictJournal Article20537340210.1163/15685373-123400902020-10-23DFEGCRF17-18/TaylorDFEGCRF17-18/TaylorGCRF-GIAA18-19/Taylorhttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/