000000007 001__ 7
000000007 005__ 20230824003249.0
000000007 0247_ $$a10.7936/K7KP810V$$2DOI
000000007 037__ $$aRDM
000000007 041__ $$aeng
000000007 245__ $$aFour-year-old Children Align their Preferences with those of their Peers DataSet
000000007 269__ $$a2017-06-27
000000007 270__ $$mlhennefield@wustl.edu$$pHennefield, Laura
000000007 336__ $$aDataset
000000007 520__ $$aChildren express preferences for a wide range of options, such as objects, and frequently observe the preferences that others express towards these things. However, little is know about how these initial preferences develop. The present research investigated whether one particular type of social information – other children’s preferences – influences children’s own preferences. Four-year-old children observed, via video, two boys and two girls display the same preference for one of two stickers. Each child (peer) expressed liking for one sticker and dislike for the other. Then children completed two rounds of the Dictator Game, a classic resource distribution task. In each round, children distributed either 10 liked stickers or 10 disliked stickers (counterbalanced) between themselves and another child who was not present. If the preferences expressed by their peers influenced children’s own preferences, children should keep more of the liked than disliked stickers for themselves. In line with this prediction, more children kept more liked than disliked stickers, indicating their distribution patterns were influenced by their peers’ preferences. This finding suggests that children extracted informational content about the value of the stickers from their peers and used that information to guide their own preferences. Children might also have aligned their preferences with those of their peers to facilitate social bonding and group membership. This research demonstrates the strong influence of peers on children’s developing preferences, and reveals the effect of peer influence via video – a medium that young children are frequently exposed to but often struggle to learn from in other contexts.
000000007 540__ $$aCreative Commons Attribution (CC BY) 4.0 International$$uhttps://creativecommons.org/licenses/by/4.0/
000000007 650__ $$aPsychology
000000007 6531_ $$apsychology
000000007 6531_ $$achildren
000000007 6531_ $$apreferences
000000007 6531_ $$apeer influence
000000007 6531_ $$apreschoolers
000000007 6531_ $$adictator game
000000007 6531_ $$avideo deficit
000000007 655__ $$aTabular
000000007 7001_ $$aHennefield, Laura$$1https://orcid.org/0000-0002-5919-0342$$uWashington University in St. Louis$$4https://ror.org/01yc7t268$$5ROR
000000007 7001_ $$aMarkson, Lori$$uWashington University in St. Louis$$4https://ror.org/01yc7t268$$5ROR
000000007 791__ $$tHennefield, L., & Markson, L. (2017). Four-year-old Children Align their Preferences with those of their Peers . Collabra: Psychology, 3(1): 14$$aJournalArticle$$eIsSupplementTo$$whttps://doi.org/10.1525/collabra.89$$2DOI
000000007 8564_ $$9b34140f0-a7a1-4a48-b211-cd745a55099f$$s48192$$uhttps://data.library.wustl.edu/record/7/files/Hennefield_Collabra_2017_Data.xlsx$$ePublic$$2e9c5c4b282ed0c2b726ff9600e45202d$$01
000000007 8564_ $$9b6241929-cb52-440a-a4ce-30a36365f99d$$s94511$$uhttps://data.library.wustl.edu/record/7/files/Hennefield_Collabra_2017_Data_ReadMe.docx$$ePublic$$28f22bbab78568021805325f2ff72e0cd$$01
000000007 904__ $$amarkson@wustl.edu
000000007 909CO $$ooai:data.library.wustl.edu:7$$pdataset
000000007 980__ $$aWashU Researcher Data