Children's Sharing Behavior in Mini-Dictator Games: The Role of In-Group Favoritism and Theory of Mind

Autor/inn/en	Yu, Jing; Zhu, Liqi; Leslie, Alan M.
Titel	Children's Sharing Behavior in Mini-Dictator Games: The Role of In-Group Favoritism and Theory of Mind
Quelle	In: Child Development, 87 (2016) 6, S.1747-1757 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12635
Schlagwörter	Social Development; Cognitive Development; Theory of Mind; Bias; Child Behavior; Age Differences; Games; Friendship; Interaction; Foreign Countries; Sharing Behavior; Predictor Variables; Stranger Reactions; China + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Kognitive Entwicklung; Age; Difference; Age difference; Altersunterschied; Game; Spiel; Spiele; Freundschaft; Interaktion; Ausland; Prädiktor; Fremdenprüfung
Abstract	This study investigated the motivational and social-cognitive foundations (i.e., inequality aversion, in-group bias, and theory of mind) that underlie the development of sharing behavior among 3- to 9-year-old Chinese children (N = 122). Each child played two mini-dictator games against an in-group member (friend) and an out-group member (stranger) to divide four stickers. Results indicated that there was a small to moderate age-related increase in children's egalitarian sharing with strangers, whereas the age effect was moderate to large in interactions with friends. Moreover, 3- to 4-year-olds did not treat strangers and friends differently, but 5- to 6-year-old and older children showed strong in-group favoritism. Finally, theory of mind was an essential prerequisite for children's sharing behavior toward strangers, but not a unique predictor of their sharing with friends. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01