Dataset Information

Do young children understand relative value comparisons?

ABSTRACT: Many forms of judgments, such as those used in economic games or measures of social comparison, require understanding relative value, as well as the more complex ability to make comparisons between relative values. To examine whether young children can accurately compare relative values, we presented children 4 to 7 years with simple judgments of relative value in two scenarios. Children then were asked to compare the relative values in the two scenarios. Results show that even the youngest children downgraded evaluations of a reward when another has a larger amount, indicating the ability to make relative value judgments. When asked to compare relative values however, only the oldest children were able to make these comparisons consistently. We then extended this analysis to economic game performance. Specifically, previous results using economic games suggest that younger children are more generous than older ones. We replicate this result, and then show that a simple change in procedure, based on the initial study, is sufficient to change young children's choices. Our results strongly suggest that conclusions regarding young children's pro-social motives based on relative value comparisons should be viewed cautiously.

SUBMITTER: Benenson JF

PROVIDER: S-EPMC4398488 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Do young children understand relative value comparisons?

Benenson Joyce F JF Markovits Henry H Whitmore Bjorn B Van Christophe C Margolius Sara S Wrangham Richard W RW

PloS one 20150415 4

Many forms of judgments, such as those used in economic games or measures of social comparison, require understanding relative value, as well as the more complex ability to make comparisons between relative values. To examine whether young children can accurately compare relative values, we presented children 4 to 7 years with simple judgments of relative value in two scenarios. Children then were asked to compare the relative values in the two scenarios. Results show that even the youngest chil ...[more]

PMID: 25875949

Similar Datasets

Project description:Importance:Enhanced selective attention toward nonsocial objects and impaired attention to social stimuli constitute key clinical features of autism spectrum disorder (ASD). Yet, the mechanisms associated with atypical selective attention in ASD are poorly understood, which limits the development of more effective interventions. In typically developing individuals, selective attention to social and nonsocial stimuli is associated with the informational value of the stimuli, which is typically learned over the course of repeated interactions with the stimuli. Objective:To examine value learning (VL) of social and nonsocial stimuli and its association with selective attention in preschoolers with and without ASD. Design, Setting, and Participants:This case-control study compared children with ASD vs children with developmental delay (DD) and children with typical development (TD) recruited between March 3, 2017, and June 13, 2018, at a university-based research laboratory. Participants were preschoolers with ASD, DD, or TD. Main Outcomes and Measures:Procedure consisted of an eye-tracking gaze-contingent VL task involving social (faces) and nonsocial (fractals) stimuli and consisting of baseline, training, and choice test phases. Outcome measures were preferential attention to stimuli reinforced (high value) vs not reinforced (low value) during training. The hypotheses were stated before data collection. Results:Included were 115 preschoolers with ASD (n?=?48; mean [SD] age, 38.30 [15.55] months; 37 [77%] boys), DD (n?=?31; mean [SD] age, 45.73 [19.49] months; 19 [61%] boys), or TD (n?=?36; mean [SD] age, 36.53 [12.39] months; 22 [61%] boys). The groups did not differ in sex distribution; participants with ASD or TD had similar chronological age; and participants with ASD or DD had similar verbal IQ and nonverbal IQ. After training, the ASD group showed preference for the high-value nonsocial stimuli (mean proportion, 0.61 [95% CI, 0.56-0.65]; P?<?.001) but not for the high-value social stimuli (mean proportion, 0.51 [95% CI, 0.46-0.56]; P?=?.58). In contrast, the DD and TD groups demonstrated preference for the high-value social stimuli (DD mean proportion, 0.59 [95% CI, 0.54-0.64]; P?=?.001 and TD mean proportion, 0.57 [95% CI, 0.53-0.61]; P?=?.002) but not for the high-value nonsocial stimuli (DD mean proportion, 0.52 [95% CI, 0.44-0.59]; P?=?.64 and TD mean proportion, 0.50 [95% CI, 0.44-0.57]; P?=?.91). Controlling for age and nonverbal IQ, autism severity was positively correlated with enhanced learning in the nonsocial domain (r?=?0.22; P?=?.03) and with poorer learning in the social domain (r?=?-0.26; P?=?.01). Conclusions and Relevance:Increased attention to objects in preschoolers with ASD may be associated with enhanced VL in the nonsocial domain. When paired with poor VL in the social domain, enhanced value-driven attention to objects may play a formative role in the emergence of autism symptoms by altering attentional priorities and thus learning opportunities in affected children.

Project description:IntroductionSudden cardiac death (SCD) and early onset cardiomyopathy (CM) in the young will always lead to suspicion of an underlying genetic disorder. Incited by the rapid advances in genetic testing for disease we have revisited families, which previously tested "gene-negative" for familial predominantly pediatric CM, in hopes of finding a causative gene variant.Methods10 different families with non-syndromic pediatric CM or hypertrophic cardiomyopathy (HCM) with severe disease progression and/or heredity for HCM/CM related SCD with "gene-negative" results were included. The index patient underwent genetic testing with a recently updated gene panel for CM and SCD. In case of failure to detect a pathogenic variant in a relevant gene, the index patient and both parents underwent clinical (i.e., partial) exome sequencing (trio-exome) in order to catch pathogenic variants linked to the disease in genes that were not included in the CM panel.ResultsThe mean age at clinical presentation of the 10 index cases was 12.5 years (boys 13.4 years, n = 8; girls 9 years, n = 2) and the family history burden was 33 HCM/CM cases including 9 HCM-related SCD and one heart transplantation. In 5 (50%) families we identified a genetic variant classified as pathogenic or likely pathogenic, in accordance with the American College of Medical Genetics and Genomics (ACMG) criteria, in MYH7 (n = 2), RBM20, ALPK3, and PGM1, respectively, and genetic variants of unknown significance (VUS) segregating with the disease in an additional 3 (30%) families, in MYBPC3, ABCC9, and FLNC, respectively.ConclusionOur results show the importance of renewed thorough clinical assessment and the necessity to challenge previous genetic test results with more comprehensive updated gene panels or exome sequencing if the initial test failed to identify a causative gene for early onset CM or SCD in children. In pediatric cardiomyopathy cases when the gene panel still fails to detect a causative variant, a trio exome sequencing strategy might resolve some unexplained cases, especially if a multisystemic condition is clinically missed.

Dataset Information

Do young children understand relative value comparisons?

Publications

Do young children understand relative value comparisons?

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure