Rich Man, Poor Man: Developmental Differences in Attributions and Perceptions

Autor/in	Sigelman, Carol K.
Titel	Rich Man, Poor Man: Developmental Differences in Attributions and Perceptions
Quelle	In: Journal of Experimental Child Psychology, 113 (2012) 3, S.415-429 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.06.011
Schlagwörter	Attribution Theory; Poverty; Grade 1; Grade 9; Comparative Analysis; Cognitive Development; Socioeconomic Status; Age Differences; Correlation; Children; Early Adolescents; Individual Characteristics; Grade 5; Child Development + Suchen Sie Ihr Suchwort? Armut; School year 01; 1. Schuljahr; Schuljahr 01; School year 09; 9. Schuljahr; Schuljahr 09; Kognitive Entwicklung; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Korrelation; Child; Kind; Kinder; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; School year 05; 5. Schuljahr; Schuljahr 05; Kindesentwicklung
Abstract	In an examination guided by cognitive developmental and attribution theory of how explanations of wealth and poverty and perceptions of rich and poor people change with age and are interrelated, 6-, 10-, and 14-year-olds (N = 88) were asked for their causal attributions and trait judgments concerning a rich man and a poor man. First graders, like older children, perceived the rich man as more competent than the poor man. However, they had difficulty in explaining wealth and poverty, especially poverty, and their trait perceptions were associated primarily with their attributions of wealth to job status, education, and luck. Fifth and ninth graders more clearly attributed wealth and poverty to the equity factors of ability and effort and based their trait perceptions on these attributions. Although the use of structured attribution questions revealed more understanding among young children than previous studies have suggested, the findings suggest a shift with age in the underlying bases for differential evaluation of rich and poor people from a focus on good outcomes associated with wealth (a good education and job) to a focus on personal qualities responsible for wealth (ability and effort). (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10