How Preschoolers Use Cues of Dominance to Make Sense of Their Social Environment

Autor/inn/en	Charafeddine, Rawan; Mercier, Hugo; Clément, Fabrice; Kaufmann, Laurence; Berchtold, André; Reboul, Anne; Van der Henst, Jean-Baptiste
Titel	How Preschoolers Use Cues of Dominance to Make Sense of Their Social Environment
Quelle	In: Journal of Cognition and Development, 16 (2015) 4, S.587-607 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2014.926269
Schlagwörter	Preschool Children; Inferences; Power Structure; Age Differences; Expectation; Cues; Social Environment; Foreign Countries; Vignettes; Puppetry; Early Childhood Education; Statistical Analysis; Resources; Games; Verbal Communication; Nonverbal Communication; France + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inference; Inferenz; Age; Difference; Age difference; Altersunterschied; Expectancy; Erwartung; Stichwort; Soziales Umfeld; Ausland; Puppenspiel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse; Betriebsmittel; Hilfsmittel; Game; Spiel; Spiele; Non-verbal communication; Nonverbale Kommunikation; Frankreich
Abstract	A series of four experiments investigated preschoolers' abilities to make sense of dominance relations. Experiments 1 and 2 showed that as early as 3 years old, preschoolers are able to infer dominance not only from physical supremacy but also from decision power, age, and resources. Experiments 3 and 4 showed that preschoolers have expectations regarding the ways in which a dominant and a subordinate individual are likely to differ. In particular, they expect that an individual who imposes his choice on another will exhibit higher competence in games and will have more resources. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01