東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts./
Author:	Marble, Kimberly E.
Description:	1 online resource (110 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
Contained By:	Dissertations Abstracts International83-12B.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060494click for full text (PQDT)
ISBN:	9798438797050

Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts.
Marble, Kimberly E.

Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts. - 1 online resource (110 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2022.

Includes bibliographical references

Children favor knowledgeable people in information-seeking contexts, but does this preference extend to negative event contexts when other resources are available to resolve problems? This study addressed whether children prioritized knowledge or wealth to decide who is best suited to help someone in need. Sixty-four 5- to 8-year-olds heard two vignettes in which two bystanders (i.e., knowledgeable versus wealthy) witnessed a target character experience a negative event (i.e., physical injury, unfair rule). Children were asked which bystander should assist the target and which should supervise the situation. Children also evaluated how bystanders could help the target and how much each bystander should offer help. Across ages, children indicated that the knowledgeable bystander should provide aid, supervise, and should help more than the wealthy bystander. Children referenced how knowledge could produce solutions and with age, were better able to make knowledge- rather than wealth-related predictions about helpful behavior. Although children made positive trait attributions for both bystanders, children indicated that it would be particularly bad if the knowledgeable bystander failed to help, which suggests that children may hold knowledgeable people more accountable than wealthy people. These findings shed light on how children decide who is helpful and draw connections between children's reasoning about knowledge, wealth, and morality.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438797050Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

KnowledgeIndex Terms--Genre/Form:

542853
Electronic books.

Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts.
LDR:02833nmm a2200373K 4500 001 2357697
005 20230725053645.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798438797050
035 $a (MiAaPQ)AAI29060494
035 $a AAI29060494
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Marble, Kimberly E. $3 3289856
245 1 0 $a Who Helps Best? Children's Evaluation of Knowledgeable Versus Wealthy Individuals in Negative Event Contexts.
264 0 $c 2022
300 $a 1 online resource (110 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
500 $a Advisor: Boseovski, Janet.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2022.
504 $a Includes bibliographical references
520 $a Children favor knowledgeable people in information-seeking contexts, but does this preference extend to negative event contexts when other resources are available to resolve problems? This study addressed whether children prioritized knowledge or wealth to decide who is best suited to help someone in need. Sixty-four 5- to 8-year-olds heard two vignettes in which two bystanders (i.e., knowledgeable versus wealthy) witnessed a target character experience a negative event (i.e., physical injury, unfair rule). Children were asked which bystander should assist the target and which should supervise the situation. Children also evaluated how bystanders could help the target and how much each bystander should offer help. Across ages, children indicated that the knowledgeable bystander should provide aid, supervise, and should help more than the wealthy bystander. Children referenced how knowledge could produce solutions and with age, were better able to make knowledge- rather than wealth-related predictions about helpful behavior. Although children made positive trait attributions for both bystanders, children indicated that it would be particularly bad if the knowledgeable bystander failed to help, which suggests that children may hold knowledgeable people more accountable than wealthy people. These findings shed light on how children decide who is helpful and draw connections between children's reasoning about knowledge, wealth, and morality.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 516948
653 $a Knowledge
653 $a Moral reasoning
653 $a Negative events
653 $a Social cognition
653 $a Wealth
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0620
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of North Carolina at Greensboro. $b College of Arts & Sciences: Psychology. $3 1681739
773 0 $t Dissertations Abstracts International $g 83-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060494 $z click for full text (PQDT)