Alle Publikationen
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2018
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(2018): Normative expectations about fairness. The development of a charity norm in preschoolers. In: Journal of experimental child psychology 165, S. 66-84. DOI: 10.1016/j.jecp.2017.03.016
DOI: http://www.ncbi.nlm.nih.gov/pubmed/28477951 Abstract: This study investigated preschool children's normative expectations about the fair distribution of resources. We examined whether preschool children have a norm of charity, that is, a norm to give more to poor individuals than to wealthy individuals. To this end, we presented 3- to 6-year-olds (N=81) with two different resource allocation situations. In one situation, an agent complied with a norm of charity by allocating more resources to a poor recipient than to a rich recipient. In the other situation, a different agent violated the norm by allocating more resources to a wealthy recipient. We assessed (a) children's verbal protest and affirmation during the resource allocation situations, (b) their punishing and rewarding behavior toward the agents, and (c) their evaluations of the agents' behavior. The results show that older (5- and 6-year-old) preschool children enforced norm-compliant behavior and protested against the norm violation of the protagonist who gave more items to the wealthy recipient, but this was not the case in younger preschool children. These findings demonstrate that older preschool children consider charity as a norm and enforce this norm toward third parties.
Keywords: Child, Child Behavior/psychology, Child, Preschool, Entstehung von Normen, Entwicklungspsychologie, Fairness, Female, Gerechtigkeit, Gerechtigkeit in Bezug auf demographische Observablen, Gleichverteilung, Humans, Male, Moral Development, Normenwandel, Psychology, Child, Punishment, Resource Allocation, Reward, Social Justice/psychology, Social Norms, Werte 2014
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(2014): The developmental origins of fairness. The knowledge-behavior gap. In: Trends in cognitive sciences 18 (11), S. 559-561. DOI: 10.1016/j.tics.2014.08.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25175834 Abstract: Recent research in developmental psychology shows that children understand several principles of fairness by 3 years of age, much earlier than previously believed. However, children's knowledge of fairness does not always align with their behavior, and immediate self-interest alone cannot explain this gap. In this forum paper, we consider two factors that influence the relation between fairness knowledge and behavior: relative advantage and how rewards are acquired. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2014): Children's norm enforcement in their interactions with peers. In: CHILD DEVELOPMENT 85 (3), S. 1108-1122. DOI: 10.1111/cdev.12178
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24138135 Abstract: This study investigates how children negotiate social norms with peers. In Study 1, 48 pairs of 3- and 5-year-olds (N = 96) and in Study 2, 48 pairs of 5- and 7-year-olds (N = 96) were presented with sorting tasks with conflicting instructions (one child by color, the other by shape) or identical instructions. Three-year-olds differed from older children: They were less selective for the contexts in which they enforced norms, and they (as well as the older children to a lesser extent) used grammatical constructions objectifying the norms ("It works like this" rather than "You must do it like this"). These results suggested that children's understanding of social norms becomes more flexible during the preschool years.
2007
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(2007): Enhancing a classroom social competence and problem-solving curriculum by offering parent training to families of moderate- to high-risk elementary school children. In: Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 36 (4), S. 605-620. DOI: 10.1080/15374410701662741
DOI: http://www.ncbi.nlm.nih.gov/pubmed/18088218 Abstract: The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition.
Keywords: Adult, Affective Symptoms/prevention & control/psychology, Child, Child Behavior Disorders/prevention & control/psychology, Child Behavior/psychology, Conduct Disorder/prevention & control/psychology, Developmental Disabilities/epidemiology/psychology, Female, Humans, Maternal Age, Mother-Child Relations, Object Attachment, Parents/education/psychology, Postkasten, Problem Solving, Problem-Based Learning/methods, Program Development, Program Evaluation, Psychotherapy, Group, Risk Factors, Schools/organization & administration, Social Adjustment, Social Behavior, social competence training, social competences, SvA, Teaching, Treatment Outcome
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