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Full-Text Articles in Developmental Psychology
Not All Numbers Were Created Equal: Evidence The Number One Is Unique, Jenna L. Croteau
Not All Numbers Were Created Equal: Evidence The Number One Is Unique, Jenna L. Croteau
Masters Theses
Universally across modern cultures children acquire the meaning of the words one, two, and three in order. While much research has focused on how children acquire this knowledge and what this knowledge represents, the question of why children learn numbers in order has been comparatively neglected. To address this question, a non-verbal anticipatory looking task was implemented. In this task, 35 14- to 23-month-old infants were assessed on their ability to form implicit category structures for the numbers one, two, and three. We hypothesized that children would be able to form the implicit category structure for the number one …
Explicit Norms Promotes Costly Fairness In Children, Gorana Gonzalez
Explicit Norms Promotes Costly Fairness In Children, Gorana Gonzalez
Masters Theses
Children have an early-emerging expectation that resources should be divided fairly amongst agents, yet their behavior does not begin to align with these expectations until later in development. This dissociation between knowledge and behavior raises important questions about the mechanisms that encourage children to behave how they know they should behave. Here I tested whether explicitly invoking fairness norms encourages costly fair decisions in 4- to 9-year-old-children. I examine children’s responses to unequal resource allocations in the Inequity Game by varying the direction of inequity (advantageous versus disadvantageous inequity) and normative information (to be fair or to act autonomously). The …