Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla
{"title":"对幼儿思维理论、智商以及社会和非社会公平分享框架的跨序列研究","authors":"Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla","doi":"10.1016/j.cogdev.2024.101460","DOIUrl":null,"url":null,"abstract":"<div><p>Both ability and motivation underlie uniquely human prosociality but the study of resource allocation in young children has focused on prosocial motivations rather than mathematical ability to fairly allocate rewards. We examined the development of fair sharing by testing 3–6YO children at two time points (N at Time 1 = 158, N at Time 2 =111) with ToM, IQ, fractional quantities (proper or improper fraction problems), and framing of the problem (social or non-social) as predictors of children’s performance. As expected, children performed better with time and age, and on proper versus improper fractions. However, in contrast to our predictions, performance was not consistently related to general IQ, ToM, or framing of the problem although ToM interacted with age and framing to predict performance. Our results suggest that it is important to consider limitations in numerical ability rather than assuming selfish motivations when young children fail to share fairly.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children\",\"authors\":\"Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla\",\"doi\":\"10.1016/j.cogdev.2024.101460\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Both ability and motivation underlie uniquely human prosociality but the study of resource allocation in young children has focused on prosocial motivations rather than mathematical ability to fairly allocate rewards. We examined the development of fair sharing by testing 3–6YO children at two time points (N at Time 1 = 158, N at Time 2 =111) with ToM, IQ, fractional quantities (proper or improper fraction problems), and framing of the problem (social or non-social) as predictors of children’s performance. As expected, children performed better with time and age, and on proper versus improper fractions. However, in contrast to our predictions, performance was not consistently related to general IQ, ToM, or framing of the problem although ToM interacted with age and framing to predict performance. Our results suggest that it is important to consider limitations in numerical ability rather than assuming selfish motivations when young children fail to share fairly.</p></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-06-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0885201424000455\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000455","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children
Both ability and motivation underlie uniquely human prosociality but the study of resource allocation in young children has focused on prosocial motivations rather than mathematical ability to fairly allocate rewards. We examined the development of fair sharing by testing 3–6YO children at two time points (N at Time 1 = 158, N at Time 2 =111) with ToM, IQ, fractional quantities (proper or improper fraction problems), and framing of the problem (social or non-social) as predictors of children’s performance. As expected, children performed better with time and age, and on proper versus improper fractions. However, in contrast to our predictions, performance was not consistently related to general IQ, ToM, or framing of the problem although ToM interacted with age and framing to predict performance. Our results suggest that it is important to consider limitations in numerical ability rather than assuming selfish motivations when young children fail to share fairly.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.