What Is to Be Done? Children's Ascriptions of Conventional Obligations

Autor/inn/en	Kalish, Charles W.; Cornelius, Rebecca
Titel	What Is to Be Done? Children's Ascriptions of Conventional Obligations
Quelle	In: Child Development, 78 (2007) 3, S.859-878 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01037.x
Schlagwörter	Cues; Young Children; Experiments; Adults; Age Differences; Childhood Attitudes; Responsibility; Power Structure; Cognitive Processes + Suchen Sie Ihr Suchwort? Stichwort; Frühe Kindheit; Erprobung; Age; Difference; Age difference; Altersunterschied; Verantwortungsübernahme; Zuständigkeit; Cognitive process; Kognitiver Prozess
Abstract	It is often not apparent what people ought to do. Three experiments explored cues that children and adults may use to identify conventional obligations. Experiment 1 addressed the hypothesis that young children identify obligations with expected outcomes. Although preschool-aged (4-5 years) children often expected consistency, they and school-aged (7-8 years) and adult participants indicated that obligations may be at odds with costs and benefits. In Experiment 2, all participants realized that people may have obligations they are unaware of. Preschool-aged children often used information about obligations to identify characters' beliefs. In Experiment 3, preschool but not school-aged children reliably identified obligations with the desires of authorities. The results are discussed in terms of expectations about canonical relations between mental states, outcomes, and obligations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10