The Effects of Modeling and Experience on Young Children's Persistence at a Gambling Game.

Abstract

Gambling is common among children and adolescents, but Hide is known about factors initiating or maintaining this behavior. Fifty-one male and 51 female kindergarten and first grade children were invited to play a game involving repeated opportunities to select colored chips from a cup while blindfolded. Children playing for tangible incentives elected to play longer than those who were not (p <.001). Seeing a videotaped model win or fail to win a large prize had no effect on persistence with the game. Playing again one week later, children playing for incentives exhibited a more successful strategy, quitting sooner (p <.04) and with more winnings (p <.03). The parameters of experiential versus observational learning are discussed, with implications for educating children about risk-taking.