The effects of information-processing demands and social-situational factors on the social decision making of children

Knight, George P.; Berning, Amy L.; Wilson, Sheryl L.; Chao, Chia Chen

doi:10.1016/0022-0965(87)90062-2

Cited by 15 publications

(15 citation statements)

References 32 publications

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“…A second relevant information-processing skill is ability to take multiple perspectives. Children below age 7 perform more successfully when they need to consider only one person's perspective rather than the perspectives of several people (Knight, Berning, Wilson, & Chao, 1987;Knight, Dubro, & Chao, 1985). Knight et al argued that the difficulty may arise from young children having difficulty handling the greater information-processing load when several people's perspectives and outcomes need to be considered.…”

Section: Information Processing Skillsmentioning

confidence: 99%

Buy Low, Sell High: The Development of an Informal Theory of Economics

Thompson¹,

Siegler

2000

Child Development

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Two experiments were conducted to examine the development of economic understanding among 5-, 7-, and 9-year-olds (n = 31, 29, and 32, respectively). Most 5-year-olds exhibited understanding of the goal of acquiring desired goods but not of the goals of seeking profits, acquiring goods inexpensively, or competing successfully with other sellers. In contrast, most 7-year-olds and a large majority of 9-year-olds showed understanding of all of these concepts. The older children's understanding of these key concepts and the relations among them suggested that they had constructed an informal theory of economics, qualitatively different from the psychologically based understanding of the 5-year-olds. Increased information-processing skills appeared to be among the sources of this new understanding.

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Section: Information Processing Skillsmentioning

confidence: 99%

Buy Low, Sell High: The Development of an Informal Theory of Economics

Thompson¹,

Siegler

2000

Child Development

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“…Berndt, 1981b) presumably because of a limited conception of friendship. However, recent evidence (Knight et a/., 1987) has suggested that young children may not behave differently toward friends and acquaintances because the cognitive demands of the task limit the range of behaviours available to them. This latter explanation for the absence of a peer status effect among young children leads to the expectation of differential sharing among friends and acquaintances when the cognitive demands of sharing are D o t prohibitively difficult for the young child.…”

Section: Studymentioning

confidence: 99%

“…Several researchers (Brady, Newcomb & Hartup, 1983;Carlo, Knight, Eisenberg & Rotenberg, 1991;Chao, Knight & Dubro, 1986;Knight, Berning, Wilson & Chao, 1987) have suggested that many prosocial behaviours may require cognitive abilities other than or in addition to perspective taking and/or moral reasoning. That is, there may be task-specific cognitive prerequisites for specific prosocial behaviours and the identification of the task-specific cognitive demands may require a detailed analysis of the specific prosocial behaviour task.…”

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confidence: 99%

Age differences in temporal monitoring and equal sharing in a fixed‐duration sharing task

Knight

Bohlmeyer

Schneider

et al. 1993

British J of Dev Psycho

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Previous research has demonstrated age differences in prosocial behaviours and has focused on the development of theoretically prescribed cognitive abilities thought to be prerequisite. However, the empirical relations between cognitive abilities and prosocial behaviours have typically not been large and there has been considerable inconsistency in these findings. The present studies were based upon an information processing perspective that assumes task-specific cognitive demands for prosocial behaviours. In these studies, the effect of children's temporal monitoring abilities was examined as a logical prerequisite for the equal sharing of a desirable object within a limited time period. In the first study, age differences in equal sharing were partially accounted for by age differences in the temporal monitoring abilities of 5-12-year-old-children. In the second and third studies, 3-5-year-old preschool children shared more equally when there was a reduction in the cognitive demands involved in temporal monitoring. In addition, in all three studies motivational manipulations consisting of either an instructional set or the friendship status of the participating peer influenced equal sharing. These findings support the proposition that the range of prosocial behaviours available to children is limited by the development of task-specific cognitive abilities, and that the motivation properties of the situation also influence the expression of prosocial behaviours. 143Considerable research has demonstrated developmental differences in prosocial behaviour (behaviour that aids or benefits another person: see Radke-Yarrow, Zahn-

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“…Bar-tal, 1976). 일반적으로 2세경에 나타나서 연령이 증 가함에 따라 협조의 가치와 필요성 및 방법을 이해하는 인지능력이 발달하면서 증가하는 것으로 알려져 있다 (Choi, 2005;Knight et al, 1987). 이처럼 친사회적 행동 은 일반적으로 2세경부터 나타나서 4~6세경에는 자기중 심성에서 벗어나면서 타인의 사고나 감정을 추론하는 능 력이 발달하여 많은 향상을 보이므로 유아기는 친사회적 행동의 발달에 있어서도 중요한 시기로 볼 수 있다 (Maccoby, 1980;Saarni, 2000).…”

Section: 한국생활과학회지 제23권 6호 2014unclassified

The Moderating effect of Maternal Emotion-Related Socialization Behaviors on the Relations Between Preschooler's Effortful control and Prosocial behavior

Lee¹,

Lim²

2014

Korean Journal of Human Ecology

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The purpose of this study examined the moderating effect of maternal emotion-related socialization behaviors on the relations between preschooler's effortful control and prosocial behavior. In this study, subjects were 153 preschoolers and their mothers. The major results were as follows; there was a moderating effect of maternal emotion-related socialization behaviors on the relationship between preschooler's effortful control and prosocial behavior. Specifically, maternal negative emotion expression and response to the preschooler's positive emotion moderated the effect preschooler's effortful control on prosocial behavior. In conclusion, the impact of effortful control on preschooler's prosocial behavior were significant. Also, maternal emotion-related socialization behaviors(i.e., negative emotion expression and response to the child's positive emotion) affected on preschooler's prosocial behavior. The findings of the study will contribute to help maternal emotional interaction with their preschool aged children.

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The effects of information-processing demands and social-situational factors on the social decision making of children

Cited by 15 publications

References 32 publications

Buy Low, Sell High: The Development of an Informal Theory of Economics

Buy Low, Sell High: The Development of an Informal Theory of Economics

Age differences in temporal monitoring and equal sharing in a fixed‐duration sharing task

The Moderating effect of Maternal Emotion-Related Socialization Behaviors on the Relations Between Preschooler's Effortful control and Prosocial behavior

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