Do Preschoolers Save to Benefit Their Future Selves?

Autor/inn/en	Metcalf, Jennifer L.; Atance, Cristina M.
Titel	Do Preschoolers Save to Benefit Their Future Selves?
Quelle	In: Cognitive Development, 26 (2011) 4, S.371-382 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2011.09.003
Schlagwörter	Theory of Mind; Models; Rewards; Cognitive Development; Preschool Children; Games; Age Differences; Comparative Analysis; Research; Task Analysis; Correlation; Behavior; Student Attitudes; Child Development; Child Psychology + Suchen Sie Ihr Suchwort? Analogiemodell; Reward; Belohnung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Game; Spiel; Spiele; Age; Difference; Age difference; Altersunterschied; Forschung; Aufgabenanalyse; Korrelation; Schülerverhalten; Kindesentwicklung; Kinderpsychologie
Abstract	Using a new paradigm for measuring children's saving behaviors involving two marble games differing in desirability, we assessed whether 3-, 4-, and 5-year-olds saved marbles for future use, saved increasingly on a second trial, saved increasingly with age, and were sensitive to the relative value of future rewards. We also assessed whether performance on the saving paradigm was related to theory of mind performance. Children saved significantly more marbles on the second trial than the first and saved significantly more when a future reward was more desirable than a present reward (rather than the reverse). However, older children did not save significantly more than younger children. Performance on one of two false belief tasks was not correlated with saving behavior and performance on the other was only marginally correlated with the number of marbles saved on trial 2. Implications for children's future thinking and comparative research are discussed. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10