Do Children Selectively Trust Leaders and Prosocial Agents in an Economic Exchange?

Autor/inn/en	Margoni, Francesco; Nava, Elena; Surian, Luca
Titel	Do Children Selectively Trust Leaders and Prosocial Agents in an Economic Exchange?
Quelle	In: Developmental Psychology, 58 (2022) 1, S.152-160 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Margoni, Francesco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001282
Schlagwörter	Trust (Psychology); Young Children; Prosocial Behavior; Antisocial Behavior; Power Structure; Preschool Children; Age Differences; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Ausland; Italien
Abstract	Most cooperative interactions involve interpersonal trust and the expectation of mutual reciprocation. Thus, understanding when and how humans acquire interpersonal trust can help unveil the origins and development of children's cooperative behavior. Here, we investigated whether prior sociomoral information about trading partners modulates the choice of preschool (4--5 years) and school-age children (7-8 years) to share their own goods in a child-friendly version of the trust game. In this game, the trustee partner can repay the child's initial investment or keep everything and betray the trustor. In two studies, we addressed whether trust is modulated by trustees exhibiting prosocial versus antisocial behaviors (Study 1, "helper and hinderer"), or respect-based versus fear-based power (Study 2, "leader and bully"). Preschoolers trusted the leader reliably more than the bully, and the hinderer reliably less than a neutral agent. The tendency to trust the helper more than the hinderer increased with age as a result of the increased propensity to trust the prosocial agent. Overall, these findings indicate that, by age 5, children understand complex cooperative exchanges and start relying on sociomoral information when deciding whom to trust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01