The role of effort type and intensity in children's decisions about effort‐based outcomes.
Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making abo...
| Publicado en: | Infant & Child Development Vol. 32; no. 5; pp. 1 - 22 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=173097367&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173097367 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15227227 BW5 jtl: Infant & Child Development issn: 15227227 maglogo: Y pubinfo: dt: Sep2023 vid: 32 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 173097367 164237265 173097367 173097367 10.1002/icd.2440 173097367 ppf: 1 ppct: 21 formats: tig: atl: The role of effort type and intensity in children's decisions about effort‐based outcomes. aug: au: Kiefer, Sarah L. Caballero, Alejandro Lucca, Kelsey affil: Department of Psychology, Arizona State University, Tempe Arizona,, USA sug: subj: Decision Making In Infancy and Childhood Child Development Task Performance and Analysis Cognition Human Female Male Child Random Assignment Time Factors Ethnic Groups Power Analysis Sample Size Determination Analysis of Variance Data Analysis Software Descriptive Statistics Funding Source Child: 6-12 years Female Male ab: Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making about effort‐based rewards. Five‐ to 7‐year‐olds (N = 133) were assigned to one of four conditions (High Physical Effort, Low Physical Effort, High Cognitive Effort, Low Cognitive Effort) and completed a series of tasks to construct a toy. Tasks varied in the type (physical/cognitive) and intensity (high/low) of effort required to complete them. After constructing their toy, children completed a series of tasks to probe how much they valued that toy. Across conditions, children preferred their toy and gave it a higher monetary value, relative to a stranger's. However, when choosing their toy came at a cost, children no longer preferred it. Only children who built their toy through either cognitive or low effort were willing to incur a cost for their toy. Older children, across conditions, were also more likely to incur a cost for their toy. These findings demonstrate that by age five, children are sensitive to variations in effort type and intensity, and these factors shape how they evaluate effort‐based rewards. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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