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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Ownership; Toys; Cues; Social Experience; Child Psychology; Verbal Communication; Young Children; Age Differences; Conflict
Abstract:
Children can identify owners either by seeing a person in possession of an object (a visual cue) and inferring that they are the owner or by hearing testimony about a claim of ownership (a verbal cue). A total of 391 children between 2.5 and 6 years of age were tested in three experiments assessing how children identify owners when these two cues are in conflict. Children were presented with stories using two dolls and a toy. One doll possessed the toy, and children were told that the toy was either the possessor's or the nonpossessor's. Two forms of ownership statement were used: a third-person statement, "That is Billy's ball", and a first-person statement by one of the dolls, "That is my ball". The results show that by 4 years of age, children prioritize the verbal statements as a more reliable cue to ownership than physical possession. Younger children did not prioritize possession over the verbal cue to ownership but rather gave mixed responses. These results are discussed in terms of children's social experience outside of the home and their acceptance of testimony in other domains. (Contains 1 table and 4 figures.)
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Pub Date: |
2011-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Young Children; Social Behavior; Rewards; Games; Age Differences
Abstract:
Research using economic games has demonstrated that adults are willing to sacrifice rewards in order to prevent inequity both when they receive less than a social partner (disadvantageous inequity) and when they receive more (advantageous inequity). We investigated the development of both forms of inequity aversion in 4- to 8-year-olds using a novel economic game in which children could accept or reject unequal allocations of candy with an unfamiliar peer. The results showed that 4- to 7-year-olds rejected disadvantageous offers, but accepted advantageous offers. By contrast, 8-year-olds rejected both forms of inequity. These results suggest that two distinct mechanisms underlie the development of the two forms of inequity aversion. (Contains 5 figures.)
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Object Permanence; Ownership; Developmental Stages; Children; Verbal Stimuli; Schemata (Cognition); Information Dissemination; Visual Stimuli
Abstract:
To navigate a world filled with private property, children must be able to assign ownership information to objects and update that information when appropriate. In this chapter, the authors propose that children include ownership as an attribute of their object representations. Children can learn about ownership attributes either by witnessing owners acting on their property, a visual source, or by receiving information from the testimony of others, a verbal source. The authors consider the differences between these two forms of information and how they might conflict at the representational level, leading to difficulties in learning about ownership. (Contains 1 figure.)
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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Ownership; Preschool Children; Age Differences; Bias; Experiments; Recognition (Psychology)
Abstract:
An understanding of ownership entails the recognition that ownership can be transferred permanently and the ability to differentiate legitimate from illegitimate transfers. Two experiments explored the development of this understanding in 2-, 3-, 4- and 5-year olds, using stories about gift-giving and stealing. The possibility that children use simple biases to identify owners, such as a first possessor, current possessor or a loan bias, was also investigated. Five-year olds appropriately acknowledged a permanent transfer of ownership in the case of giving but not stealing. Four-year olds allowed permanent transfers but struggled to differentiate legitimate from illegitimate transfers. Many 4-year olds allowed adults, but not children, to keep property that had been stolen. Two- and 3-year olds exhibited a first possessor bias for both stories. We conclude that, by 5 years of age, children possess a mature understanding of ownership transfer whereas younger children are prone to biases. (Contains 3 tables and 2 figures.)
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Author(s): |
Blake, Peter |
Source: |
Change: The Magazine of Higher Learning, v38 n1 p26-33 Jan-Feb 2006 |
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Pub Date: |
2006-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Government School Relationship; State Legislation; Educational Change; Higher Education; Institutional Autonomy; Privatization; Educational History; State Departments of Education; Public Officials
Abstract:
Peter Blake reports on new legislations and reforms in Virginia that provide colleges and universities more operational and administrative autonomy in return for their commitment to public goals for higher education. He traces the history and context of privatization in Virgina from 1988. During this time, the legislatively mandated Virginia Commission on the University of the 21st Century has issued a report that sought to answer the question: "How can Virginia make constructive and fundamental change within its colleges and universities so they will be ready to meet the demands of life in the 21st Century?" Throughout 2002 and 2003, a "chartered universities initiative" was explored by the Governor, Mark Warner's office with College of William and Mary, the University of Virginia, and Virginia Tech to develop plans for a significant restructuring of their relationship with the state. In 2005, a 32-page bill that amended 13 sections of the Code of Virginia was enacted. Under the bill, all institutions will gain increased authority to act with little or no prior approval from central state government. Blake also describes the role of Governor Mark Warner's administration in serving the the state during a time when its colleges and universities had strong, committed leadership and the State Council of Higher Education was reemerging as a constructive force. An introduction by Governor Mark Warner is also presented at the beginning of this article.
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Pub Date: |
1985-04-00 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Budgets; Capital Outlay (for Fixed Assets); Higher Education; Operating Expenses; Resource Allocation; State Legislation; Statewide Planning
Abstract:
Actions of the 1985 Virginia Assembly that affected higher education are summarized. Information is included on amendments to 1984-1986 appropriations for operating expenses in all programs, and appropriations for capital outlay. The General Assembly was presented an amended executive budget for 1984-1986 that proposed to reduce higher education's total general fund for educational and general programs. The legislature restored 363.1 of the 611.7 positions removed by the executive amendments, and increased the educational and general budgets of the institutions $7.0 million over the original appropriation for 1984-1986. Additions to the revised educational and general appropriation included $5.8 million for equipment and computing resources, $.5 million for improvement of position guidelines, and $3.8 million for major new initiatives and programs. Legislative amendments to the 1984-1986 capital outlay budget resulted in supplemental funds for six projects and construction funds for 14 new projects. Bills concerning college admissions and student financial aid were among those considered. Tables show amended distribution of appropriations for capital outlay for 1984-1986 by fund source and function. (SW)
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