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

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 sit...

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Autores principales: Zhang, Wenjie, Xiang, Songmei, Dai, Hongmei, Ren, Mengmeng, Shen, Yuqi, Fan, Wei, Zhong, Yiping
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6546812/
https://www.ncbi.nlm.nih.gov/pubmed/31191378
http://dx.doi.org/10.3389/fpsyg.2019.01028
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author Zhang, Wenjie
Xiang, Songmei
Dai, Hongmei
Ren, Mengmeng
Shen, Yuqi
Fan, Wei
Zhong, Yiping
author_facet Zhang, Wenjie
Xiang, Songmei
Dai, Hongmei
Ren, Mengmeng
Shen, Yuqi
Fan, Wei
Zhong, Yiping
author_sort Zhang, Wenjie
collection PubMed
description 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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spelling pubmed-65468122019-06-12 The Impact of Self-Relevance on Preschool Children’s Sharing Zhang, Wenjie Xiang, Songmei Dai, Hongmei Ren, Mengmeng Shen, Yuqi Fan, Wei Zhong, Yiping Front Psychol Psychology 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. Frontiers Media S.A. 2019-05-28 /pmc/articles/PMC6546812/ /pubmed/31191378 http://dx.doi.org/10.3389/fpsyg.2019.01028 Text en Copyright © 2019 Zhang, Xiang, Dai, Ren, Shen, Fan and Zhong. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Zhang, Wenjie
Xiang, Songmei
Dai, Hongmei
Ren, Mengmeng
Shen, Yuqi
Fan, Wei
Zhong, Yiping
The Impact of Self-Relevance on Preschool Children’s Sharing
title The Impact of Self-Relevance on Preschool Children’s Sharing
title_full The Impact of Self-Relevance on Preschool Children’s Sharing
title_fullStr The Impact of Self-Relevance on Preschool Children’s Sharing
title_full_unstemmed The Impact of Self-Relevance on Preschool Children’s Sharing
title_short The Impact of Self-Relevance on Preschool Children’s Sharing
title_sort impact of self-relevance on preschool children’s sharing
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6546812/
https://www.ncbi.nlm.nih.gov/pubmed/31191378
http://dx.doi.org/10.3389/fpsyg.2019.01028
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