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dc.contributor.authorMisch, Antonia
dc.contributor.authorOver, Harriet
dc.contributor.authorCarpenter, Malinda
dc.date.accessioned2017-04-26T23:33:02Z
dc.date.available2017-04-26T23:33:02Z
dc.date.issued2016-02
dc.identifier218410191
dc.identifier75bfe99b-50d5-4cd3-b387-e9e1bd4ea849
dc.identifier84945949943
dc.identifier000367023900007
dc.identifier.citationMisch , A , Over , H & Carpenter , M 2016 , ' I won't tell : Young children show loyalty to their group by keeping group secrets ' , Journal of Experimental Child Psychology , vol. 142 , pp. 96-106 . https://doi.org/10.1016/j.jecp.2015.09.016en
dc.identifier.issn0022-0965
dc.identifier.otherORCID: /0000-0003-3983-2034/work/64698009
dc.identifier.urihttps://hdl.handle.net/10023/10665
dc.descriptionHarriet Over was supported by the Economic and Social Research Council (grant number ES/K006702/1).en
dc.description.abstractGroup loyalty is highly valued. However, little is known about young children’s loyal behavior. This study tested whether 4- and 5-year-olds (N = 96) remain loyal to their group even when betraying it would be materially advantageous. Children and four puppets were allocated to novel groups. Two of these puppets (either in-group or out-group members) then told children a group secret and urged them not to disclose the secret. Another puppet (not assigned to either group) then bribed children with stickers to tell the secret. Across ages, children were significantly less likely to reveal the secret in the in-group condition than in the out-group condition. Thus, even young children are willing to pay a cost to be loyal to their group.
dc.format.extent469691
dc.language.isoeng
dc.relation.ispartofJournal of Experimental Child Psychologyen
dc.subjectLoyaltyen
dc.subjectGroup membershipen
dc.subjectGroup normsen
dc.subjectSecrecyen
dc.subjectCommitmenten
dc.subjectMinimal group paradigmen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleI won't tell : Young children show loyalty to their group by keeping group secretsen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doi10.1016/j.jecp.2015.09.016
dc.description.statusPeer revieweden
dc.date.embargoedUntil2017-04-26
dc.identifier.urlhttp://www.sciencedirect.com/science/article/pii/S0022096515002209#appd002en


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