Children's understanding of dominance and prestige in China and the UK

Kajanus, Anni; Afshordi, Narges; Warneken, Felix

doi:10.1016/j.evolhumbehav.2019.08.002

Cited by 55 publications

(60 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We tested 5‐year‐old children for two reasons. First, as mentioned, children this age robustly identify social rank in general and leadership more specifically (Brey & Shutts, 2015; Gülgöz & Gelman, 2017; Kajanus et al, 2020; Over & Carpenter, 2015; Terrizzi et al, 2019). Second, children this age are sensitive to relative contributions to collaboration (Melis et al, 2013; Yang et al, 2018), and relative withdrawals following collaboration (Ng, Heyman, & Barner, 2011), examined in this report.…”

Section: The Present Researchmentioning

confidence: 95%

“…In particular, 21‐month‐olds expect individuals to obey a leader (one whom they reverently bow to and bestow their possession), even in his/her absence, but obey a bully (who hits them, and steals their possession) only when it is present (Margoni, Baillargeon, & Surian, 2018). Moreover, 5‐ to 12‐year‐olds infer high rank from cues of dominance (e.g., forcing opinion in harsh tone, subordinate resisting directive) and cues of prestige (e.g., sharing opinion in a friendly tone, subordinate seeking directive), but have divergent expectations about subordinates’ attitudes toward these individuals; they expect a subordinate to fear a dominant individual, but approach and like a prestigious individual (Kajanus, Afshordi, & Warneken, 2020). Evidence further suggests that children as young as 5 years, can identify a leader based on a variety of cues, such as being imitated (Over & Carpenter, 2015), offering advice in a friendly tone, or having one’s opinion sought (Kajanus et al, 2020).…”

mentioning

confidence: 99%

“…Moreover, 5‐ to 12‐year‐olds infer high rank from cues of dominance (e.g., forcing opinion in harsh tone, subordinate resisting directive) and cues of prestige (e.g., sharing opinion in a friendly tone, subordinate seeking directive), but have divergent expectations about subordinates’ attitudes toward these individuals; they expect a subordinate to fear a dominant individual, but approach and like a prestigious individual (Kajanus, Afshordi, & Warneken, 2020). Evidence further suggests that children as young as 5 years, can identify a leader based on a variety of cues, such as being imitated (Over & Carpenter, 2015), offering advice in a friendly tone, or having one’s opinion sought (Kajanus et al, 2020). Even infants in their second year, do so based on reverent bowing, bestowing goods to an individual, size, or implicit order giving (Margoni et al, 2018; Stavans & Baillargeon, 2019).…”

mentioning

confidence: 99%

“…Even infants in their second year, do so based on reverent bowing, bestowing goods to an individual, size, or implicit order giving (Margoni et al, 2018; Stavans & Baillargeon, 2019). Moreover, as mentioned, children hold expectations about the behaviors and attitudes of followers toward leaders (Kajanus et al, 2020; Margoni et al, 2018).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Children Hold Leaders Primarily Responsible, Not Entitled

Stavans

Diesendruck

2020

Child Development

View full text Add to dashboard Cite

Do children construe leaders as individuals whose position of power entails primarily more responsibility or more entitlement, compared with nonleaders? To address this question, 5‐year‐old children (n = 128) heard a story involving a hierarchical dyad (a leader and a nonleader) and an egalitarian dyad (two nonleaders), and then assessed protagonists’ relative contributions to a collaborative endeavor (Experiments 1 and 2) or relative withdrawals from a common resource pool earned jointly (Experiment 3). Children expected a leader to contribute more toward a joint goal than its nonleader partner, and to withdraw an equal share (not more) from a common pool. Children thus gave evidence that they construed leaders as more responsible, rather than more entitled, relative to nonleaders.

show abstract

Section: The Present Researchmentioning

confidence: 95%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Children Hold Leaders Primarily Responsible, Not Entitled

Stavans

Diesendruck

2020

Child Development

View full text Add to dashboard Cite

show abstract

“…Children saw movies displaying a leader, a bully and two neutral puppets who acted as subordinates. Because humans, early in life, tell leaders from bullies [29,33], and this understanding may be evolutionarily ancient and may come with the expectation that leaders MORALITY AND SELECTIVE TRUST 9 guide, direct and protect the group whereas bullies are unwilling to collaborate as they are just interested in coercively prevailing over others [34][35][36], we predicted that children, by the age of 5, would trust leaders, but not bullies.…”

Section: Studymentioning

confidence: 99%

Children selectively favor leaders and prosocial agents in an economic exchange

Margoni¹,

Nava²,

Surian³

2019

Preprint

View full text Add to dashboard Cite

Most cooperative interactions involve the expectation of mutual reciprocation and are therefore based on interpersonal trust. How and when humans acquire interpersonal trust, and which factors influence its development is a window to understand complex social and economic relations. We investigated whether prior social and moral information about trading partners modulates the choice of preschool- (4-5 years) and school-age children (7-8 years) to share their own goods in a child-friendly version of the Trust Game. In two studies, we addressed whether trust was modulated by characters possessing either prosocial or antisocial traits (Study 1, ‘helpers vs. hinderers’), or displaying either respect-based or fear-based power (Study 2, ‘leaders vs. bullies’). Preschoolers trusted the leader more than the bully, and showed an emerging tendency to trust the prosocial agent over the antisocial agent. We also found that these tendencies grew reliably stronger with age. These findings suggest that, by the age of 5 years, children understand complex cooperative exchanges and rely on socio-moral representations when deciding whom to invest in.

show abstract

Will power serve for oneself or others? An exploratory study toward 6‐ to 9‐year‐old Chinese children

Yan,

Duan,

Liang

et al. 2024

Infant and Child Development

View full text Add to dashboard Cite

This study investigated Chinese children's perspectives on the use of power and the prediction of these perspectives on their resource allocation. The sample included a total of 145 children from two primary schools in Mainland China (68 males, 77 females), with 70 in the younger group (Mage = 6.89, SD = 0.37, ranging from 6.08 to 7.67 years) and 75 in the older group (Mage = 9.03, SD = 0.55, ranging from 8.08 to 9.92 years). To explore the power perspective of children, they were presented a character who was ‘in charge’ and used his/her power to serve themselves or others. The results showed that children aged 6–9 years were more inclined to approve ‘bosses’ who used power for others' benefit, indicating children's support for benevolent power use, especially among 8–9‐year‐olds. Additionally, the study revealed that children who approved of benevolent power use tended to allocate more resources to others when possessing power, a behaviour not observed in 6–7‐year‐olds. This finding, more or less, indicated a correlation between children's perspectives on the use of power and their behaviour in allocating resources. These results demonstrate the importance of promoting a rational understanding of power use among children.Highlights All children held the benevolent perspective of power use, which agreed that those in power should use power to serve others. Children aged 8–9 were more inclined to think a ‘boss’ should prioritize the interests of others over their own. Children aged 8–9 who supported the benevolent perspective of power use allocate more resources to others.

show abstract

Children's understanding of dominance and prestige in China and the UK

Cited by 55 publications

References 43 publications

Children Hold Leaders Primarily Responsible, Not Entitled

Children Hold Leaders Primarily Responsible, Not Entitled

Children selectively favor leaders and prosocial agents in an economic exchange

Will power serve for oneself or others? An exploratory study toward 6‐ to 9‐year‐old Chinese children

Contact Info

Product

Resources

About