Abstract
This paper reviews the development of discounting in children. It is organized around the issue of the influence of the social knowledge base. In addition, the possible role of general reasoning biases in young children is explored. Most of the evidence regarding the knowledge base concerns knowledge about other people's manipulative intent and use of rewards. Considerable evidence supports the role of social knowledge in discounting, but much of the evidence is indirect. Several empirical and theoretical weaknesses are identified, and a task analysis serves to integrate the findings and more specifically identify the processes involved in discounting or failing to discount.
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