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dc.contributor.authorPloetner, Maria
dc.contributor.authorHepach, Robert
dc.contributor.authorOver, Harriet
dc.contributor.authorCarpenter, Malinda
dc.contributor.authorTomasello, Michael
dc.identifier.citationPloetner , M , Hepach , R , Over , H , Carpenter , M & Tomasello , M 2021 , ' Young children share more under time pressure than after a delay ' , PLoS One , vol. 16 , no. 3 , e0248121 .
dc.identifier.otherPURE: 273263980
dc.identifier.otherPURE UUID: 5da80088-0f59-4878-b434-b53fa25cc70a
dc.identifier.otherORCID: /0000-0003-3983-2034/work/90952130
dc.identifier.otherScopus: 85102743429
dc.description.abstractAdults under time pressure share with others generously, but with more time they act more selfishly. In the current study, we investigated whether young children already operate in this same way, and, if so, whether this changes over the preschool and early school age years. We tested 144 children in three age groups (3-, 5-, and 7-year olds) in a one-shot dictator game: Children were given nine stickers and had the possibility to share stickers with another child who was absent. Children in the Time Pressure condition were instructed to share quickly, whereas children in the Delay condition were instructed to take time and consider their decision carefully. Across ages, children in the Time Pressure condition shared significantly more stickers than children in the Delay condition. Moreover, the longer children waited, the less they shared. Thus, children, like adults, are more prosocial when acting spontaneously than after considering their decision more carefully.
dc.relation.ispartofPLoS Oneen
dc.rightsCopyright: © 2021 Plötner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.en
dc.subjectBF Psychologyen
dc.titleYoung children share more under time pressure than after a delayen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.Centre for Research into Equality, Diversity & Inclusionen
dc.contributor.institutionUniversity of St Andrews.Centre for Social Learning & Cognitive Evolutionen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.description.statusPeer revieweden

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