Preliminary Evidence for Progressions in Ownership Reasoning over the Preschool Period

Autor/inn/en	Nancekivell, Shaylene E.; Davidson, Natalie S.; Noles, Nicholaus S.; Gelman, Susan A.
Titel	Preliminary Evidence for Progressions in Ownership Reasoning over the Preschool Period
Quelle	In: Developmental Psychology, 59 (2023) 6, S.1116-1125 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001531
Schlagwörter	Child Development; Developmental Stages; Ownership; Preschool Children; Toddlers; Familiarity; Cues; Comprehension; Logical Thinking; Schemata (Cognition); Age Differences; Michigan + Suchen Sie Ihr Suchwort? Kindesentwicklung; Eigentum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Stichwort; Verstehen; Verständnis; Cognition; Schema; Kognition; Age; Difference; Age difference; Altersunterschied
Abstract	Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before others. We examine this issue in a sample of 72 children: 40 older 2-year-olds, M[subscript age] = 2.78 (0.14); R = 2.50-3.00, and 32 older 4-year-olds, M[subscript age] = 4.77 (0.16); R = 4.50-5.00, living in Michigan in the United States. We use a battery of four established ownership tasks that tested different aspects of children's ownership thinking. A Guttman test revealed a reliable sequence that explained 81.9% of children's performance. Namely, we discovered that identifying familiar owned objects emerged first, control of permission as a cue to ownership second, understanding ownership transfers third, and the tracking of sets of identical objects last. This ordering suggests two foundational ownership abilities on which more complex reasoning may be built: the ability to include information about familiar owners in children's mental models of objects and recognizing that control is central to ownership. The observed progression is an important first step toward developing a formal ownership scale. This study paves the way for mapping the conceptual and information-processing demands (e.g., executive functioning, memory) that likely underlie change in ownership thinking across childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01