The development of the effect of peer monitoring on generosity differs among elementary school-age boys and girls

Takagishi, Haruto; Fujii, Takayuki; Koizumi, Michiko; Schug, Joanna; Nakamura, Fumihiko; Kameshima, Shinya

doi:10.3389/fpsyg.2015.00895

Cited by 15 publications

(10 citation statements)

References 44 publications

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“…An early study found larger audience effects in 8 year olds compared to 4 year olds performing a balance task (Maccracken and Stadulis 1985). In a dictator game applied to children from 6 to 12 years of age, only children above age 9 were influenced by peer observation of their behaviour (Takagishi et al 2015). Electrophysiological measures also change with age: ERN recorded from children performing a motor task was larger when an audience was present, but this effect was even larger in older children (9–11 years) compared to younger children (7–8 years).…”

Section: Diversity Of the Participantsmentioning

confidence: 99%

Audience effects: what can they tell us about social neuroscience, theory of mind and autism?

Hamilton

Lind

2016

Cult. Brain

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An audience effect arises when a person’s behaviour changes because they believe someone else is watching them. Though these effects have been known about for over 110 years, the cognitive mechanisms of the audience effect and how it might vary across different populations and cultures remains unclear. In this review, we examine the hypothesis that the audience effect draws on implicit mentalising abilities. Behavioural and neuroimaging data from a number of tasks are consistent with this hypothesis. We further review data suggest that how people respond to audiences may vary over development, personality factors, cultural background and clinical diagnosis including autism and anxiety disorder. Overall, understanding and exploring the audience effect may contribute to our models of social interaction, including reputation management and mentalising.

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Section: Diversity Of the Participantsmentioning

confidence: 99%

Audience effects: what can they tell us about social neuroscience, theory of mind and autism?

Hamilton

Lind

2016

Cult. Brain

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“…The internalization of social norms and anticipated responses by others further develops throughout elementary school, as shown by the finding that DG giving increases first if the player's choice is observed by other players, followed by a gradual increase in the situations where the player's choice is anonymous (54). Generally, children's giving in the DG increases as they age (54)(55)(56). Consequently, default giving in the DG increases and the pattern shifts from that in Fig.…”

Section: Discussionmentioning

confidence: 90%

“…By the age of 5, children start internalizing others' responses and give more in the DG when they are monitored by the experimenter than when they are not (53). The internalization of social norms and anticipated responses by others further develops throughout elementary school, as shown by the finding that DG giving increases first if the player's choice is observed by other players, followed by a gradual increase in the situations where the player's choice is anonymous (54). Generally, children's giving in the DG increases as they age (54)(55)(56).…”

Section: Discussionmentioning

confidence: 99%

Cortical thickness of the dorsolateral prefrontal cortex predicts strategic choices in economic games

Yamagishi

Takagishi

Fermin

et al. 2016

Proc. Natl. Acad. Sci. U.S.A.

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Human prosociality has been traditionally explained in the social sciences in terms of internalized social norms. Recent neuroscientific studies extended this traditional view of human prosociality by providing evidence that prosocial choices in economic games require cognitive control of the impulsive pursuit of self-interest. However, this view is challenged by an intuitive prosociality view emphasizing the spontaneous and heuristic basis of prosocial choices in economic games. We assessed the brain structure of 411 players of an ultimatum game (UG) and a dictator game (DG) and measured the strategic reasoning ability of 386. According to the reflective norm-enforcement view of prosociality, only those capable of strategically controlling their selfish impulses give a fair share in the UG, but cognitive control capability should not affect behavior in the DG. Conversely, we support the intuitive prosociality view by showing for the first time, to our knowledge, that strategic reasoning and cortical thickness of the dorsolateral prefrontal cortex were not related to giving in the UG but were negatively related to giving in the DG. This implies that the uncontrolled choice in the DG is prosocial rather than selfish, and those who have a thicker dorsolateral prefrontal cortex and are capable of strategic reasoning (goal-directed use of the theory of mind) control this intuitive drive for prosociality as a means to maximize reward when there are no future implications of choices.ultimatum game | dictator game | strategic reasoning | DLPFC | prosocial behavior

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“…Studies showed that 5‐year‐old children were more generous when the recipient could see their sharing behavior than when the recipient could not (Leimgruber, Shaw, Santos, & Olson, ). Similarly, children were more generous when someone was sitting nearby than when they were alone (Engelmann, Herrmann, & Tomasello, ; Engelmann, Over, Herrmann, & Tomasello, ; Takagishi et al, ). Furthermore, the presence of a live experimenter during social interactions increased 5‐year‐old children's generosity whereas the mere presence of an image of eyes did not (Fujii, Takagishi, Koizumi, & Okada, ; Vogt, Efferson, Berger, & Fehr, ).…”

Section: Introductionmentioning

confidence: 99%

‘She is looking at me! Shall I share?’ How Chinese and American preschoolers respond to eye gaze during sharing

Chen

Gros‐Louis

et al. 2018

Social Development

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Previous research shows that the recipient's verbal communication about desires increases young children's sharing behavior. The current study examined how an adult partner's non-verbal communication through eye gaze influenced sharing behavior in children from different cultures. We presented one hundred forty-six 3-to 5-year-old American and Chinese children with a Dictator Game, in which they were asked to distribute resources between themselves and an experimenter. Children were randomly assigned to three conditions, in which the experimenter alternated her gaze between the child and the items that she wanted, or looked randomly around the room, or left when the child made decisions about sharing but claimed to come back later.Results showed that Chinese children shared more than American children did in the alternating-gaze condition, but not in the other two conditions; furthermore, the experimenter's alternating gaze influenced Chinese children to be more generous, but had no significant effect on American children. This suggests that compared to American children, Chinese children may be more compliant with others' requests communicated through a subtle cue of eye gaze. The study demonstrates important differences in sharing behaviors between American and Chinese preschoolers, and these differences are consistent with the cultural constructs of individualism and collectivism. K E Y W O R D S cross-cultural differences, eye gaze, non-verbal communication, preschooler, sharing behavior | I NTR OD U CTI ONA large body of evidence shows that people not only care about their own well-being, as assumed in classic economics, but they also show prosocial behavior that benefits others, such as helping, collaboration, comforting, and sharing (

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The development of the effect of peer monitoring on generosity differs among elementary school-age boys and girls

Cited by 15 publications

References 44 publications

Audience effects: what can they tell us about social neuroscience, theory of mind and autism?

Audience effects: what can they tell us about social neuroscience, theory of mind and autism?

Cortical thickness of the dorsolateral prefrontal cortex predicts strategic choices in economic games

‘She is looking at me! Shall I share?’ How Chinese and American preschoolers respond to eye gaze during sharing

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