TY - JOUR
T1 - Children’s Understanding and Use of Four Dimensions of Social Status
AU - Enright, Elizabeth A.
AU - Alonso, Daniel J.
AU - Lee, Bella M.
AU - Olson, Kristina R.
N1 - Funding Information:
This work was supported by National Science Foundation [Grant SMA-1837857]; Earl Buz Hunt and Mary Lou Hunt Endowed Psychology Graduate Fellowship; The University of Washington Bolles Funding Award. Additionally, we would like to thank the funding sources for these studies including the Waterman Award to Kristina Olson (1837857), The University of Washington Bolles Funding award to Elizabeth Enright, and the Earl Buz Hunt and Mary Lou Hunt Endowed Psychology Graduate Fellowship to Elizabeth Enright. The authors would like to thank Arianne Eason for her help with the GEE statistical analyses. Thank you also to Elizabeth Abel, Jadrien Gonzalez, Claire Grossman, Yejee Jeong, Annelise Loveless, Matt Murray, Silvia Navarro Hernandez, Teresa Nguyon Ngo, Natalie Revollas, Val Unger, and Cossette Woo for helping to collect and enter data. We are grateful to all the parents and children who participated in the studies. Thank you to the Social Cognitive Development Lab and the first author?s dissertation committee at the University of Washington for their insights on these studies.
Publisher Copyright:
© 2020 Taylor & Francis.
PY - 2020/8/7
Y1 - 2020/8/7
N2 - Beginning early in life, children are exposed to people who differ in social status. In five studies, we investigate whether 3- to 6-year-old children recognize different dimensions of status (i.e., wealth, physical dominance, decision-making power, and prestige) and use these dimensions to inform their social judgments (preferences and resource allocation). Across studies, we found that by age 3, children identify high-status people as in-charge. Further, while 3-6-year-olds favor higher status individuals over lower status individuals on a preference measure, 5-6-year-olds allocate a resource to a lower status individual over a higher status individual and 3-4-year-olds are at chance in their allocation. We observed minimal differences across dimensions of status in these studies. Taken together, across five pre-registered studies, we demonstrated that children identify and use social status distinctions to inform their social judgments across a variety of different dimensions.
AB - Beginning early in life, children are exposed to people who differ in social status. In five studies, we investigate whether 3- to 6-year-old children recognize different dimensions of status (i.e., wealth, physical dominance, decision-making power, and prestige) and use these dimensions to inform their social judgments (preferences and resource allocation). Across studies, we found that by age 3, children identify high-status people as in-charge. Further, while 3-6-year-olds favor higher status individuals over lower status individuals on a preference measure, 5-6-year-olds allocate a resource to a lower status individual over a higher status individual and 3-4-year-olds are at chance in their allocation. We observed minimal differences across dimensions of status in these studies. Taken together, across five pre-registered studies, we demonstrated that children identify and use social status distinctions to inform their social judgments across a variety of different dimensions.
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U2 - 10.1080/15248372.2020.1797745
DO - 10.1080/15248372.2020.1797745
M3 - Article
AN - SCOPUS:85089177131
SN - 1524-8372
VL - 21
SP - 573
EP - 602
JO - Journal of Cognition and Development
JF - Journal of Cognition and Development
IS - 4
ER -