Three-year-olds' understanding of the consequences of joint commitments

No external funding has supported the current work.Here we investigate the extent of children's understanding of the joint commitments inherent in joint activities. Three-year-old children either made a joint commitment to assemble a puzzle with a puppet partner, or else the child and puppet each assembled their own puzzle. Afterwards, children who had made the joint commitment were more likely to stop and wait for their partner on their way to fetch something, more likely to spontaneously help their partner when needed, and more likely to take over their partner's role when necessary. There was no clear difference in children's tendency to tattle on their partner's cheating behavior or their tendency to distribute rewards equally at the end. It thus appears that by 3 years of age making a joint commitment to act together with others is beginning to engender in children a "we"-intentionality which holds across at least most of the process of the joint activity until the shared goal is achieved, and which withstands at least some of the perturbations to the joint activity children experience.Publisher PDFPeer reviewe

Young children show the bystander effect in helping situations

The authors thank the ESRC for supporting Harriet Over (grant number ES/K006702/1).Much research in social psychology has shown that otherwise helpful people often fail to help when bystanders are present. Research in developmental psychology has shown that even very young children help, and that others’ presence can actually increase helping in some cases. In the current study, in contrast, 5-year-old children helped an experimenter at very high levels when they were alone, but significantly less in the presence of bystanders who were potentially available to help. In another condition designed to elucidate the mechanism underlying the effect, children’s helping was not reduced when bystanders were present but confined behind a barrier and thus unable to help (a condition that has not been run in previous studies with adults). Young children thus show the bystander effect, and it is not due to social referencing or shyness to act in front of others, but rather to a sense of a diffusion of responsibility.PostprintPeer reviewe

A new look at joint attention and common knowledge

Everyone agrees that joint attention is a key feature of human social cognition. Yet, despite over 40 years of work and hundreds of publications on this topic, there is still surprisingly little agreement on what exactly joint attention is, and how the jointness in it is achieved. Part of the problem, we propose, is that joint attention is not a single process, but rather it includes a cluster of different cognitive skills and processes, and different researchers focus on different aspects of it. A similar problem applies to common knowledge. Here we present a new approach: We outline a typology of social attention levels which are currently all referred to in the literature as joint attention (from monitoring to common, mutual, and shared attention), along with corresponding levels of common knowledge. We consider cognitive, behavioral, and phenomenological aspects of the different levels as well as their different functions, and a key distinction we make in all of this is second-personal vs. third-personal relations. While we focus mainly on joint attention and common knowledge, we also briefly discuss how these levels might apply to other ‘joint’ mental states such as joint goals.PostprintPeer reviewe

Stick with your group : young children's attitudes about group loyalty

Harriet Over was supported by the Economic and Social Research Council (Grant ES/K006702/1).For adults, loyalty to the group is highly valued, yet little is known about how children evaluate loyalty. We investigated children’s attitudes about loyalty in a third-party context. In the first experiment, 4- and 5-year-olds watched a video of two groups competing. Two members of the losing group then spoke. The disloyal individual said she wanted to win and therefore would join the other group. The loyal individual said she also wanted to win but would stay with her group. Children were then asked five forced-choice questions about these two individuals’ niceness, trustworthiness, morality, and deservingness of a reward. The 5-year-olds preferred the loyal person across all questions; results for the 4-year-olds were considerably weaker but in the same direction. The second experiment investigated the direction of the effect in 5-year-olds. In this experiment, children answered questions about either a loyal individual, a disloyal individual, or a neutral individual. Children rated both the loyal and neutral individuals more positively than the disloyal individual across a number of measures. Thus, whereas disloyal behavior is evaluated unfavorably by children, loyal behavior is the expected norm. These results suggest that, at least from 5 years of age, children understand that belonging to a group entails certain commitments. This marks an important step in their own ability to negotiate belonging and become trustworthy and reliable members of their social groups.PostprintPeer reviewe

Young children discriminate genuine from fake smiles and expect people displaying genuine smiles to be more prosocial

We investigated when young children become sensitive to one evolutionary important signal of honest affiliative and cooperative intent: a genuine (Duchenne) smile. Altogether, we tested 168 children between 2 and 5 years of age in a series of studies aimed at mapping the development of children's ability to discriminate genuine from fake smiles, their preference for genuine smiles, and their understanding of how genuine smiles are linked with prosocial behavior. Studies 1–4 showed that children's ability to discriminate, and answer questions about, the different types of smiles gradually improves between the ages of 2 and 4 years: from implicitly discriminating the smiles in their gaze behavior (at age 3), to being able to identify genuine smiles explicitly in a verbal task (at age 4). Study 5 showed that 4- to 5-year-old children expect people displaying genuine smiles to be more prosocial than those displaying fake smiles. These results demonstrate that the origins of this evolutionarily important form of partner choice appear early in development

The whistleblower’s dilemma in young children : when loyalty trumps other moral concerns

When a group engages in immoral behavior, group members face the whistleblower's dilemma: the conflict between remaining loyal to the group and standing up for other moral concerns. This study examines the developmental origins of this dilemma by investigating 5-year-olds' whistleblowing on their in- vs. outgroup members' moral transgression. Children (n = 96) watched puppets representing their ingroup vs. outgroup members commit either a mild or a severe transgression. After the mild transgression, children tattled on both groups equally often. After the severe transgression, however, they were significantly less likely to blow the whistle on their ingroup than on the outgroup. These results suggest that children have a strong tendency to act on their moral concerns, but can adjust their behavior according to their group's need: When much is at stake for the ingroup (i.e., after a severe moral transgression), children's behavior is more likely to be guided by loyalty.Publisher PDFPeer reviewe

A comparison of the effects of collaboration and minimal-group membership on children’s prosocial behavior, liking, affiliation, and trust

The authors thank the Economic and Social Research Council–United Kingdom (ESRC) for supporting H. Over (Grant ES/K006702/1)Recent theoretical work has highlighted potential links between interpersonal collaboration and group membership in the evolution of human sociality. Here we compared the effects of collaboration and minimal-group membership on young children's prosocial behavior (i.e., helping and resource allocation), liking, affiliation, and trust. In a design that matched as closely as possible these two ways of connecting with others, we showed that 5-year-olds' behavior was affected similarly by collaboration and minimal-group membership; both increased children's preference for their partners on multiple dimensions and produced overall effects of a similar magnitude. In contrast, 3.5-year-olds did not have a strong preference for either collaborators or minimal in-group members. Thus, both collaboration and minimal-group membership are similarly effective in their influence on children's prosocial behavior and social preferences.PostprintPeer reviewe

Meeting the challenges of public engagement, research impact, and research participation as a baby and child lab

Thank you goes to the University of St Andrews for the funding provided to make this project possible.As well as conducting research in developmental science, baby and child labs face additional pressures. They must demonstrate public engagement and research impact, while also recruiting enough participants to conduct research, something that can be particularly challenging with infants and young children. These different pressures compete for time and resources, leaving researchers struggling to engage effective in all such activities. Here we describe a low-cost, easy-to-implement, enjoyable and effective means of simultaneously addressing the challenges of recruitment, public engagement and research impact. It started with a process of listening and knowledge exchange with relevant local stakeholders to discern the interests and needs of the local infant community (including families, health professionals and businesses).This process led to the establishment of a fortnightly educational and support group for pregnant women and mothers of young infants, which met in the lab. This group combined peer discussion, presentations on developmental psychology, and ‘taster’ activities for mothers and infants from local businesses. Data collected from questionnaires from the first and final sessions indicated significant improvements in participants’ understanding of relevant concepts in developmental psychology, and showed that participants found this information helpful and reported using it at home. Participants also reported feeling more socially connected and more confident as mothers as a result of the group. The group also served to boost research participation, with 94 per cent of participants subsequently taking part in lab research or signing up to be contacted about future research. This approach can be employed by baby and child labs looking for ways to effectively and enjoyably promote public engagement and research impact, and for those looking to establish strong relationships with local stakeholders. The success of this strategy demonstrates that the aims of recruitment, public engagement and research impact need not be competing pressures on researchers’ time, but can be mutually supporting aspects of the research process.Publisher PDFPeer reviewe

Great apes distinguish true from false beliefs in an interactive helping task

Understanding the behavior of others in a wide variety of circumstances requires an understanding of their psychological states. Humans’ nearest primate relatives, the great apes, understand many psychological states of others, for example, perceptions, goals, and desires. However, so far there is little evidence that they possess the key marker of advanced human social cognition: an understanding of false beliefs. Here we demonstrate that in a nonverbal (implicit) false-belief test which is passed by human 1-year-old infants, great apes as a group, including chimpanzees (Pan troglodytes), bonobos (Pan paniscus), and orangutans (Pongo abelii), distinguish between true and false beliefs in their helping behavior. Great apes thus may possess at least some basic understanding that an agent’s actions are based on her beliefs about reality. Hence, such understanding might not be the exclusive province of the human species.Publisher PDFPeer reviewe