Year-end Sale % OFF 
Abstract
The purpose of this study is to examine the effect of direct and indirect monitoring on generosity among five-year-old preschoolers and to reveal the primary motivation for their generosity. Forty-two preschoolers completed one-shot dictator games in Condition 1 while being monitored by the experimenter (the direct monitoring condition). In Condition 2, an image of staring eyes was displayed on the computer monitor (the indirect monitoring condition). In Condition 3, the computer monitor showed a picture of flowers (the non-monitoring condition). The results showed that while there was no difference between the mean levels of allocation in the indirect and non-monitoring conditions, the mean level of allocation in the direct monitoring condition was significantly higher than in the non-monitoring condition. These results showed that five-year-old preschoolers concerned with being monitored by, and receiving direct responses from, others tend to be more generous.
Highlights
The purpose of this study is to examine the effect of direct and indirect monitoring on generosity among five-year-old preschoolers and to reveal the primary motivation for their generosity
If children care about the direct response they receive from others, the mean level of allocation displayed by the children in the direct monitoring condition should be significantly higher than that displayed by the children in the non-monitoring condition
A post-hoc t-test with Bonferroni correction revealed that there was no significant difference between the indirect monitoring and the non-monitoring conditions (t(41) 5 1.59, p 5 .356, d 5 0.17)
Summary
The purpose of this study is to examine the effect of direct and indirect monitoring on generosity among five-year-old preschoolers and to reveal the primary motivation for their generosity. Et al.[12] administered an economic social dilemma game to six- to eleven-year-old children and found that their contributions to other group members increased significantly when other people were watching This effect was observed only for children aged nine years and older, suggesting that these children contributed to the group in order to either acquire a good reputation or to avoid a bad reputation. Three studies[10,11,13] reported that even five-year-old preschoolers shared more of their resources with others when a peer observer was present, and the tendency to give to others was significantly higher when ingroup members, as opposed to out-group members, were the observers These studies did not examine the relationship between the development of higher-order ToM and preschoolers’ resource allocation. Other motivation besides reputation concern may play an important role in five-year-old children’s displays of generosity
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
