Children become aware about group membership from a young age, and this identification affects how they process information. They comprehend that they belong to particular groups, or “in-groups,” and there are other people who do not fit into the same group who constitute the “out-group.” What determines group membership can be a number of characteristics, such as language spoken, race, or ethnic identity. Research has shown that children have a preference for others who are also a part of the “in-group.” Because children feel they can trust individuals who are their peers or members of the same group, they utilize such people as sources of information. Gruber, Frick, Deschenaux, and Clément (2019) sought to investigate how creating in-group membership would influence children’s judgement and learning choices.