Whom to Trust: Joker or Teacher

Autor/inn/en	Kotaman, Hüseyin; Arslan, Mustafa
Titel	Whom to Trust: Joker or Teacher
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 3, S.350-366 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1788534
Schlagwörter	Preschool Children; Trust (Psychology); Humor; Teacher Student Relationship; Interpersonal Relationship; Individual Characteristics; Decision Making; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Humoristische Darstellung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Decision-making; Entscheidungsfindung; Ausland; Türkei
Abstract	The purpose of this study is to examine whom young children (4-5-year olds) would depend on for social actions and ask for information, and whose information they would endorse: the one supplied by a person who makes them laugh or the other by a person who teaches them something new. The participants consist of 59 young children in Sanliurfa province in Turkey. The participants interacted with two assistants, one of whom made them laugh (the joker) and the other taught them something new (the teacher). After the meetings, a third assistant asked the participants six social trust questions and two sets of epistemic trust questions demanding from the children to make a selection between the joker and the teacher and assessing their relative preference for the joker and the teacher. All Mann-Whitney U Tests revealed that the children trusted the joker assistant significantly more than the teacher assistant. This suggests that humour positively influences children's social and epistemic trust. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01