Toddlers and Preschoolers Understand That Some Preferences Are More Subjective than Others

Autor/inn/en	Doan, Tiffany; Friedman, Ori; Denison, Stephanie
Titel	Toddlers and Preschoolers Understand That Some Preferences Are More Subjective than Others
Quelle	In: Child Development, 92 (2021) 3, S.853-861 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doan, Tiffany) ORCID (Friedman, Ori) ORCID (Denison, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13581
Schlagwörter	Toddlers; Preschool Children; Foreign Countries; Preferences; Bias; Food; Color; Expectation; Animals; Beliefs; Canada + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Lebensmittel; Colour; Farbbezeichnung; Farbe; Expectancy; Erwartung; Animal; Tier; Tiere; Belief; Glaube; Kanada
Abstract	Four experiments examined Canadian 2- to 3-year-old children's (N = 224; 104 girls, 120 boys) thoughts about shared preferences. Children saw sets of items, and identified theirs and another person's preferences. Children expected that food preferences would be more likely to be shared than color preferences, regardless of whether the items were similar or different in appeal (Experiments 1-3). A final study replicated these findings while also exploring children's expectations about activity and animal preferences. Across all studies, children expected shared preferences at surprisingly low rates (never higher than chance). Overall, these findings suggest that young children understand that some preferences are more subjective than others, and that these expectations are driven by beliefs about domains of preferences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01