Literaturnachweis - Detailanzeige
| Autor/inn/en | Enright, Elizabeth A.; Alonso, Daniel J.; Lee, Bella M.; Olson, Kristina R. |
|---|---|
| Titel | Children's Understanding and Use of Four Dimensions of Social Status |
| Quelle | In: Journal of Cognition and Development, 21 (2020) 4, S.573-602 (30 Seiten)
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| Zusatzinformation | ORCID (Enright, Elizabeth A.) ORCID (Olson, Kristina R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1524-8372 |
| DOI | 10.1080/15248372.2020.1797745 |
| Schlagwörter | Preschool Children; Childrens Attitudes; Social Cognition; Social Status; Power Structure; Resource Allocation; Preferences; Identification |
| Abstract | Beginning early in life, children are exposed to people who differ in social status. In five studies, we investigate whether 3- to 6-year-old children recognize different dimensions of status (i.e., wealth, physical dominance, decision-making power, and prestige) and use these dimensions to inform their social judgments (preferences and resource allocation). Across studies, we found that by age 3, children identify high-status people as in-charge. Further, while 3-6-year-olds favor higher status individuals over lower status individuals on a preference measure, 5-6-year-olds allocate a resource to a "lower" status individual over a higher status individual and 3-4-year-olds are at chance in their allocation. We observed minimal differences across dimensions of status in these studies. Taken together, across five pre-registered studies, we demonstrated that children identify and use social status distinctions to inform their social judgments across a variety of different dimensions. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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