Children's sharing with collaborators versus competitors: The impact of theory of mind and executive functioning

Nilsen, Elizabeth S.; Valcke, Alanna

doi:10.1016/j.appdev.2018.08.001

Cited by 18 publications

(18 citation statements)

References 77 publications

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“…However, the TOM predicted that children would distribute more stickers to their friends over time ( Vonk et al, 2020 ). Priming children’s speculation on recipients’ goals in the competitive situation could significantly affect children’s allocation behavior and reduce children’s resources allocated to competitors ( Nilsen and Valcke, 2018 ). Inducing children’s perspective taking significantly increases the rejection of unfair distribution ( Tsoi and McAuliffe, 2019 ).…”

Section: Connection Between Distribution and Sharingmentioning

confidence: 99%

Is Distributional Justice Equivalent to Prosocial Sharing in Children’s Cognition?

2022

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Distribution and sharing are social preference behaviors supported and shaped by selection pressures, which express individuals’ concern for the welfare of others. Distributive behavior results in distributive justice, which is at the core of moral justice. Sharing is a feature of the prosocial realm. The connotations of distribution and sharing are different, so the principles, research paradigms, and social functions of the two are also different. Three potential causes of confusion between the two in the current research on distribution and sharing are discussed. First, they share common factors in terms of individual cognition, situation, and social factors. Second, although they are conceptually different, prosocial sharing and distribution fairness sensitivity are mutually predictive in individual infants. Similarly, neural differences in preschoolers’ perception of distribution fairness predict their subsequent sharing generosity. Finally, similar activation regions are relevant to distribution and sharing situations that need behavioral control on a neural basis.

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Section: Connection Between Distribution and Sharingmentioning

confidence: 99%

Is Distributional Justice Equivalent to Prosocial Sharing in Children’s Cognition?

2022

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“…Esto permitirá comprender mejor cuáles habilidades permiten que las personas trabajen y resuelvan problemas en equipo, y que colaboren para llegar a metas comunes. Además, tomando en cuenta que niños y niñas de preescolar son capaces de colaborar en tríadas, a pesar de los requerimientos de desarrollo cognitivo y socioemocional, se invita a profundizar en la investigación sobre estos procesos relacionados con la resolución colaborativa de problemas (Nielsen & Valcke, 2018),…”

Section: Conclusionesunclassified

Resolución colaborativa de problemas de tríadas de niñas y niños de preescolar, mediada por un videojuego

Paniagua-Esquivel

2022

Psicogente

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Objetivo: Analizar cómo la interacción de tríadas de preescolar les permite resolver un problema de manera colaborativa, utilizando como mediador un videojuego de plataformas. Método: Investigación cuantitativa, observacional. Se validó un manual de categorías utilizando primero jueces expertos y posteriormente, se utilizaron el Kappa de Cohen (k) y el porcentaje de acuerdo o confiabilidad inter-observador, para establecer el porcentaje de acuerdo y validar las categorías (ver Paniagua, 2016). Se utilizó el programa Analizador secuencial de propósito general (GSEQ por sus siglas en inglés), para analizar los videos de estudiantes de preescolar mientras resolvían problemas de manera colaborativa. Resultados: Las 18 personas estudiantes de preescolar muestran capacidad de resolver problemas de manera colaborativa. Se utilizó la Q de Yule y la Razón de Momio para describir relación estadística entre las categorías de análisis. Todos los Q de Yule fueron superiores a 0,6%, lo que indica anta relación entre categorías. Predomina la categoría Guía (34 y 31) en los niveles más difíciles y hay un aumento en la cantidad de categorías (42 en el primer nivel, 102 en el segundo). También disminuye el tiempo promedio de resolución (4,15 en escenario 1, 3,03 en el último, que es más difícil. Discusiones: La población presenta un nivel de desarrollo social, reflejado en la cantidad de verbalizaciones y gestos, que le permite la resolución colaborativa de problemas. Además, se plantea el uso que se puede dar a los videojuegos, como herramienta de investigación en psicología social.

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“…Given that sharing involves recognizing and rectifying an unequal resource distribution (Dunfield, 2014), theory-of-mind (ToM)-related abilities might be important in enabling children to adopt the perspectives of others and to facilitate sharing behaviour (Nilsen & Valcke, 2018). ToM (Cowell et al, 2015;Imuta et al, 2016;Liu et al, 2016) refers to the tendency to attribute mental states (i.e., generosity, prosocial behaviour, sharing, socioeconomic status, theory of mind beliefs, thoughts and emotions) to others to understand and predict their behaviour (Wellman, 1992).…”

Section: Introductionmentioning

confidence: 99%

The influence of socioeconomic status and appearance‐reality understanding on pre‐schoolers' sharing and generosity

Hashim

Fischer

Kim

et al. 2023

British J of Dev Psycho

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Prosocial behaviour can be defined as any voluntary action that is performed to benefit another individual. Despite accumulating evidence of the importance of environmental variables (e.g., socioeconomic status; SES), and individual characteristics (e.g., theory of mind – ToM – skills), in influencing prosocial behaviours in young children, it is unknown how these factors relate to the underlying motivations for prosocial behaviours. Accordingly, both extrinsically (sharing) and intrinsically (generosity)‐guided prosocial behaviours are measured in this study. We explore the influences of SES and ToM skills on young children's sharing behaviour and generosity, while controlling their age, working memory and language skills. Sixty‐six 4‐ to 6 year olds (Mage = 5.24 years, SD = 0.73) from diverse SES (measured by parental education level) and ethnic backgrounds in Singapore completed tasks assessing the ToM measures of false belief and appearance‐reality understanding, working memory, language skills, generosity, and sharing behaviour. The results of hierarchical regression analyses demonstrate that the father's education level and children's appearance‐reality understanding were significant predictors of sharing, after controlling for age, working memory, language skills, and the mother's education level. Children's appearance‐reality understanding was the sole predictor of children's generosity. Our findings highlight the impact of children's ability to hold different views of reality and their family's education levels on the development of sharing and generosity in early childhood.

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Children's sharing with collaborators versus competitors: The impact of theory of mind and executive functioning

Cited by 18 publications

References 77 publications

Is Distributional Justice Equivalent to Prosocial Sharing in Children’s Cognition?

Is Distributional Justice Equivalent to Prosocial Sharing in Children’s Cognition?

Resolución colaborativa de problemas de tríadas de niñas y niños de preescolar, mediada por un videojuego

The influence of socioeconomic status and appearance‐reality understanding on pre‐schoolers' sharing and generosity

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