The impact of social relationships on Ugandan children’s sharing decisions

Scharpf, Florian; Paulus, Markus; Wörle, Monika

doi:10.1080/17405629.2016.1231062

Cited by 14 publications

(19 citation statements)

References 35 publications

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“…This condition is similar to all situations in experiment 2 since participants were not recipients of resources so that all options were unrelated to their self-interest. Research (Scharpf et al, 2017) from Uganda, a collective socialist country in Africa, adopted the same paradigm as our study and found that children aged 4–5 and children aged 6–7 also did not display an age difference in sharing. A cross-cultural study (Rochat et al, 2009) supposed that children growing up in a collectivist social culture are more likely to share to benefit others than those brought up in individualistic cultures, regardless of the age of the children.…”

Section: Discussionsupporting

confidence: 51%

“…Studies (Fehr et al, 2008; Moore, 2009) have provided evidence that preschool children already react differently to different kinds of recipients in resource allocation tasks and that they are very sensitive to the principle of reciprocity in social interaction and communication (Kenward et al, 2015; Paulus et al, 2015; Lu and Chang, 2016; Mulvey et al, 2016; Paulus, 2016b; Xiong et al, 2016; Scharpf et al, 2017). In resource allocation tasks, children share more generously with in-group members or recipients with similar interests than with out-group members (Sparks et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Studies from some western cultures have shown that preschool children tend to share more resources with friends than with mere acquaintances (Costin and Jones, 1992; Rao and Stewart, 1999; Paulus and Moore, 2014), or they share more with friends than with disliked peers, non-friends or strangers (Birch and Billman, 1986; Fehr et al, 2008; Olson and Spelke, 2008). However, recent studies (Scharpf et al, 2016, 2017; Cowell et al, 2017) pointed to cross-cultural differences in young children’s sharing. A study from eastern Africa (Scharpf et al, 2017) points out that sharing among young children in Uganda did not depend on the social relationship between the sharer and the recipient.…”

Section: Introductionmentioning

confidence: 99%

“…However, recent studies (Scharpf et al, 2016, 2017; Cowell et al, 2017) pointed to cross-cultural differences in young children’s sharing. A study from eastern Africa (Scharpf et al, 2017) points out that sharing among young children in Uganda did not depend on the social relationship between the sharer and the recipient. One study (Rochat et al, 2009) indicated that children from a collectivist culture are more likely to share goods with others.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Self-Relevance on Preschool Children’s Sharing

Zhang

Xiang²,

Dai

et al. 2019

Front. Psychol.

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This study was designed to investigate the impact of self-relevance between preschool children and recipients on children’s sharing behavior in dictator games using a forced-choice resource distribution paradigm. Experiment 1: A total of 75 children aged 3–6 years were evaluated in a first-party situation in which they were distributed as recipients and dictators and shared resources with distracting recipients with different extents of self-relevance under three different payoff structures, including non-costly, costly, and envy structures. Children could choose between a sharing option and a non-sharing option. The results showed that, in a first-party situation, children aged 3–6 years old typically share more resources with highly self-relevant recipients (friends) than with moderately self-relevant recipients (acquaintances) and lowly self-relevant recipients (strangers) and that they share more resources with moderately self-relevant recipients (acquaintances) than lowly self-relevant recipients (strangers). Experiment 2: A total of 62 children aged 3–6 years old were evaluated in a third-party situation in which they were distributed not as recipients but only dictators, making decisions between the options of sharing more or sharing less with distracting recipients who had different extents of self-relevance under three different payoff structures, such as non-bias, high self-bias, and low self-bias. The results showed that, in a third-party situation, children typically share in a similar manner to that of Experiment 1, meaning that children display selective generosity and that the self-relevance between the children and recipients played a key role. Across age groups, this study of preschool children (total N = 137) demonstrates a degree of effect of self-relevance on preschool children’s sharing in first-party and third-party situations, with highly self-relevant recipients receiving a more preferential share in the dictator game than those with low self-relevance, although this effect was stronger in the older preschool children.

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Section: Discussionsupporting

confidence: 51%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Self-Relevance on Preschool Children’s Sharing

Zhang

Xiang²,

Dai

et al. 2019

Front. Psychol.

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“…More research is necessary to determine the generalizability of our findings to different cultural or ethnical contexts. For example, a prior study showed that unlike Western children, Ugandan children are not influenced by recipient type on the Dictator Game (Scharpf et al, 2017). Moreover, a longitudinal study in adolescents showed that the slope of sharing behavior with anonymous others and friends across ages 12–20 was associated with ethnicity (European Americans vs. non-European Americans) (Padilla-Walker, Carlo, et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Classroom peer preferences and the development of sharing behavior with friends and others

Asscheman

Koot

et al. 2020

International Journal of Behavioral Development

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This study examined the sex-specific developmental trajectories of sharing behavior in the Dictator Game with an anonymous other, best friend, and disliked peer and associations with peer likeability and peer dislikeability in 1,108 children (50.5% boys) followed annually across grades 2–6 (ages 8–12) of elementary school. Results showed that sharing with an anonymous other and disliked peer remained stable over time. Sharing with a best friend decreased slightly between grades 2 and 5 and then remained stable. Girls consistently shared more with all recipients than boys. Moreover, children who were liked by classmates shared more with a best friend, while disliked children shared less with all recipients. Findings emphasize the importance of considering characteristics of both recipient and actor when studying the development of sharing behavior.

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