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dc.contributor.authorAtance, Christina
dc.contributor.authorRutt, Joshua L,
dc.contributor.authorCassidy, Katie
dc.contributor.authorMahy, Caitlin
dc.date.accessioned2021-11-10T17:02:15Z
dc.date.available2021-11-10T17:02:15Z
dc.date.issued2021
dc.identifier.citationJournal of experimental child psychology, 2021-09, Vol.209, p.105172-105172en_US
dc.identifier.issn0022-0965
dc.identifier.issn1096-0457
dc.identifier.urihttp://hdl.handle.net/10464/15385
dc.description.abstractIn some contexts, children more accurately predict another’s future than their own. Adopting another’s perspective may provide psychological distance. This distance may be especially beneficial when present and future desires conflict. Here, only age and conflict systematically affected preschoolers’ future thinking. Older preschoolers were less affected by conflict than younger preschoolers. Young children reason more adaptively about the future (e.g., predicting preferences and delaying gratification) when they are asked to think about another person’s perspective versus their own perspective. An explanation for this “other-over-self” advantage is that in contexts where current (e.g., small reward now) and future (e.g., larger reward later) desires conflict, adopting the perspective of another person provides psychological distance and hence more adaptive decision making by reducing conflict. We tested this hypothesis in 158 preschoolers using a battery of representative future-oriented reasoning tasks (Preferences, Delay of Gratification, Picture Book, and “Spoon”) in which we varied the perspective children adopted (self or other) and the level of conflict between current and future desires (high or low). We predicted that perspective and conflict would interact such that children would benefit most from taking the perspective of “other” when conflict was high. Although results did not support this hypothesis, we found significant effects of conflict; children reasoned more optimally on our low-conflict task condition than on our high-conflict task condition, and these differences did not appear to be related to inhibitory control. The effect of conflict was most marked in younger preschoolers, resulting in Age × Conflict interactions on two of our four tasks. An other-over-self advantage (i.e., perspective effect) was detected on the Preferences task only. These results add to the growing body of literature on children’s future thinking by showing the important role of conflict (and its interaction with age) in the accuracy with which children reason about the future.en_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.subjectAdoptionen_US
dc.subjectBatteriesen_US
dc.subjectDecision makingen_US
dc.subjectDevelopmenten_US
dc.subjectEpisodic future thinkingen_US
dc.subjectFuture-oriented reasoningen_US
dc.subjectPerspective takingen_US
dc.subjectPsychological distanceen_US
dc.subjectReasoningen_US
dc.titleYoung children’s future-oriented reasoning for self and other: Effects of conflict and perspectiveen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.jecp.2021.105172
refterms.dateFOA2021-11-10T17:02:16Z


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