dc.contributor.author
Kanngießer, Patricia
dc.contributor.author
Schäfer, Marie
dc.contributor.author
Herrmann, Esther
dc.contributor.author
Zeidler, Henriette
dc.contributor.author
Haun, Daniel
dc.contributor.author
Tomasello, Michael
dc.date.accessioned
2022-03-01T11:23:15Z
dc.date.available
2022-03-01T11:23:15Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/34255
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-33973
dc.description.abstract
Individuals in all societies conform to their cultural group’s conventional norms, from how to dress on certain occasions to how to play certain games. It is an open question, however, whether individuals in all societies actively enforce the group’s conventional norms when others break them. We investigated third-party enforcement of conventional norms in 5- to 8-y-old children (n = 376) from eight diverse small-scale and large-scale societies. Children learned the rules for playing a new sorting game and then, observed a peer who was apparently breaking them. Across societies, observer children intervened frequently to correct their misguided peer (i.e., more frequently than when the peer was following the rules). However, both the magnitude and the style of interventions varied across societies. Detailed analyses of children’s interactions revealed societal differences in children’s verbal protest styles as well as in their use of actions, gestures, and nonverbal expressions to intervene. Observers’ interventions predicted whether their peer adopted the observer’s sorting rule. Enforcement of conventional norms appears to be an early emerging human universal that comes to be expressed in culturally variable ways.
en
dc.format.extent
7 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject
coordination
en
dc.subject
cross cultural
en
dc.subject.ddc
100 Philosophie und Psychologie::150 Psychologie::150 Psychologie
dc.title
Children across societies enforce conventional norms but in culturally variable ways
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.articlenumber
e2112521118
dcterms.bibliographicCitation.doi
10.1073/pnas.2112521118
dcterms.bibliographicCitation.journaltitle
Proceedings of the National Academy of Sciences (PNAS)
dcterms.bibliographicCitation.number
1
dcterms.bibliographicCitation.volume
119
dcterms.bibliographicCitation.url
https://doi.org/10.1073/pnas.2112521118
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Kulturvergleichende Entwicklungspsychologie
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1091-6490
refubium.resourceType.provider
WoS-Alert