Young children consider merit when sharing resources with others

Merit is a key principle of fairness: rewards should be distributed according to how much someone contributed to a task. Previous research suggests that children have an early ability to take merit into account in third-party situations but that merit-based sharing in first-party contexts does not emerge until school-age. Here we provide evidence that three- and five-year-old children already use merit to share resources with others, even when sharing is costly for the child. In Study 1, a child and a puppet-partner collected coins that were later exchanged for rewards. We varied the work-contribution of both partners by manipulating how many coins each partner collected. Children kept fewer stickers in trials in which they had contributed less than in trials in which they had contributed more than the partner, showing that they took merit into account. Few children, however, gave away more than half of the stickers when the partner had worked more. Study 2 confirmed that children related their own work-contribution to their partner’s, rather than simply focusing on their own contribution. Taken together, these studies show that merit-based sharing is apparent in young children; however it remains constrained by a self-serving bias

Social information use in adolescents: The impact of adults, peers and household composition

Social learning strategies are key for making adaptive decisions, but their ontogeny remains poorly understood. We investigate how social information use depends on its source (adults vs. peer), and how it is shaped by household composition (extended vs. nuclear), a factor known to modulate social development. Using a simple estimation task, we show that social information strongly impacts the behaviour of adolescents aged 11 to 15 years (N = 256), especially when its source is an adult. However, social information use does not depend on household composition: the relative impact of adults and peers was similar in adolescents from both household types. Furthermore, adolescents were found to directly copy others' estimates surprisingly frequently. This study provides novel insights into adolescents' social information use and contributes to understanding the ontogeny of social learning strategies

Pre-schoolers’ images, intergroup attitudes, and liking of refugee peers in Germany

There is extensive research on children’s intergroup attitudes, but their perceptions of refugee children have rarely been studied. We conducted a study with 5- and 6-year-old children (N = 60) in Germany following the arrival of unprecedented large numbers of refugees in 2015 and 2016. Children completed a set of three tasks that measured their perceptions of refugee children (minority group) and German children (majority group): a draw-a-typical-child task (including questions about whether participants wanted to interact with the depicted child), an intergroup attitude task, and a liking task. Results indicate that participants drew similar pictures of and had similar intentions to interact with refugee children and German children. There was mixed evidence for group favouritism: while participants showed similar explicit attitudes towards German and refugee peers, they indicated more liking of German peers. Moreover, children viewed refugee children as a less variable (more homogeneous) group than German children. Opportunities for intergroup contact with refugee peers (i.e., whether participants attended kindergartens with or without refugee children) had no discernible effect on any of the measures. Our findings provide a snapshot of children’s perceptions of refugees in a unique historical context and contribute to research on the development of intergroup attitudes in real-world settings

Children over‐imitate adults and peers more than puppets (advance online)

Researchers commonly use puppets in development science. Amongst other things,puppets are employed to reduce social hierarchies between child participants andadult experimenters akin to peer interactions. However, it remains controversialwhether children treat puppets like real-world social partners in these settings.This study investigated children’s imitation of causally irrelevant actions (i.e., over-imitation) performed by puppet, adult, or child models. Seventy-two German children(AgeRange =4.6–6.5 years; 36 girls) from urban, socioeconomically diverse backgroundsobserved a model retrieving stickers from reward containers. The model performedcausally irrelevant actions either in contact with the reward container or not. Childrenwere more likely to over-imitate adults’ and peers’ actions as compared to puppets’actions. Across models, they copied contact actions more than no-contact actions.While children imitate causally irrelevant actions from puppet models to some extent,their social learning from puppets does not necessarily match their social learning fromreal-world social agents, such as children or adults

Late Emergence of the First Possession Heuristic: Evidence From a Small-Scale Culture

Western preschool children often assign ownership based on first possession and some theorists have proposed that this judgment might be an early emerging, innate bias. Five- to 9-year-olds (n = 112) from a small-scale group in Kenya (Kikuyu) watched videotaped interactions of two women passing an object. The object’s starting position and the women’s gestures were varied. Use of the first possession heuristic increased with age, and 8- to 9-year-olds performed similarly to German 5-year-olds (n = 24). Starting position and gestures had no effect. A control study confirmed that 5-year-old Kikuyus (n = 20) understood the video material. The findings reveal that the first possession heuristic follows different developmental trajectories cross-culturally and stress the role of children’s sociocultural environment

Challenges and Coping: Perspectives of Syrian and Iraqi Refugee Youth in Germany

Refugee youth constitute around a third of the refugee population in Germany. We studied the experiences of newly arrived Syrian and Iraqi refugee youth, aged 14 to 18 years ( N = 20), in Germany. We utilized semi-structured interviews and thematic analysis to investigate (a) the main challenges faced by youth and (b) their main coping resources to deal with these challenges. We grouped challenges into three levels: the individual level, the immediate social level, and the broader societal level. The most frequently mentioned challenges in our sample related to psychological wellbeing, school, friendship, accommodation, and discrimination. Youth reported relying on social support (friends, family, social services) and on themselves (through avoidance, persistence, activity seeking, active engagement) to cope with their challenges. Our findings provide insights into refugee youth’s experiences in Germany, encompassing the acculturative, developmental, and generational aspects of their lives and demonstrating their coping and resilience. We discuss our results in relation to the literature on refugee youth in high income countries

Picture yourself: Self-focus and the endowment effect in preschool children

When an object comes into possession, the owner will typically think that it is worth more than it did before they owned the item in a bias known as the endowment effect. This bias is particularly robust in Western societies with independent self-construals, but has not been observed in children below 5-6years of age. In three studies, we investigated whether endowment effect can be induced in younger children by focusing their attention on themselves. 120 children aged 3-4years evaluated toys before and after a task where they made pictures of themselves, a friend or a neutral farm scene. Over the three studies, children consistently evaluated their own possessions, relative to other identical toys, more positively following the self-priming manipulation. Together these studies support the notion that possessions can form part of an \textquotedblextended self\textquotedbl from early on in development and that the endowment effect may be due to an attentional self-bias framing

The Transmission Game: Testing behavioral interventions in a pandemic-like simulation

During pandemics, effective nonpharmaceutical interventions encourage people to adjust their behavior in fast-changing environments in which exponential dynamics aggravate the conflict between the individual benefits of risk-taking and its social costs. Policy-makers need to know which interventions are most likely to promote socially advantageous behaviors. We designed a tool for initial evaluations of the effectiveness of large-scale interventions, the transmission game framework, which integrates simulations of outbreak dynamics into large-group experiments with monetary stakes. In two studies (n = 700), we found substantial differences in the effectiveness of five behavioral interventions. A simple injunctive-norms message proved most effective, followed by two interventions boosting participants’ ability to anticipate the consequences of risky behavior. Interventions featuring descriptive norms or concurrent risk information failed to reduce risk-taking