Sunk-cost judgments across the child to adult lifespan.

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Zachariah I Hamzagic, Eric Y Mah, Daniel G Derksen, Daniel M Bernstein
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Abstract

The sunk-cost effect (SCE) refers to the continuation of an activity after investing resources in the activity. Current developmental research on the SCE in childhood is mixed, but some researchers suggest that sunk-cost judgments decline with age after childhood. To better understand age differences in sunk-cost judgments across the lifespan, we conducted two experiments with the widest age range used in the literature thus far to examine the SCE across the lifespan, while using the same measures for all ages. Samples ranged from 2 to 97 years of age (Experiment 1: lab-based, N = 682; Experiment 2: community sample, N = 378). We found a similar pattern across both experiments: Adults and adolescents consistently made sunk-cost judgments, but children did not. We also observed differences in age patterns between different sunk-cost measures, suggesting that researchers should consider how individuals of different ages might respond to different decision-making vignettes. Our findings suggest that children do not consistently make sunk-cost judgments like older children and adults.

从儿童到成人一生的沉没成本判断。
沉没成本效应(sunk-cost effect, SCE)是指在某项活动中投入资源后,某项活动的延续。目前关于儿童时期SCE的发展研究褒贬不一,但一些研究者认为,沉没成本判断在儿童期后随着年龄的增长而下降。为了更好地理解整个生命周期中沉没成本判断的年龄差异,我们进行了两个实验,使用了迄今为止文献中最广泛的年龄范围来检查整个生命周期中的SCE,同时对所有年龄段使用相同的测量方法。样本年龄从2岁到97岁不等(实验1:实验室基础,N = 682;实验2:社区样本,N = 378)。我们在两个实验中都发现了一个相似的模式:成年人和青少年总是做出沉没成本判断,但儿童却没有。我们还观察到不同沉没成本测量之间的年龄模式差异,这表明研究人员应该考虑不同年龄的个体如何对不同的决策小插曲做出反应。我们的研究结果表明,儿童并不总是像年长的儿童和成人那样做出沉没成本判断。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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