I Should but I Won’t: Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them

Young children endorse fairness norms related to sharing, but often act in contradiction to those norms when given a chance to share. This phenomenon has rarely been explored in the context of a single study. Using a novel approach, the research presented here offers clear evidence of this discrepancy and goes on to examine possible explanations for its diminution with age. In Study 1, 3–8-year-old children readily stated that they themselves should share equally, asserted that others should as well, and predicted that others had shared equally with them. Nevertheless, children failed to engage in equal sharing until ages 7–8. In Study 2, 7–8-year-olds correctly predicted that they would share equally, and 3–6-year-olds correctly predicted that they would favor themselves, ruling out a failure-of-willpower explanation for younger children''s behavior. Similarly, a test of inhibitory control in Study 1 also failed to explain the shift with age toward adherence to the endorsed norm. The data suggest that, although 3-year-olds know the norm of equal sharing, the weight that children attach to this norm increases with age when sharing involves a cost to the self.     

The spread of inequality

The causes of socioeconomic inequality have been debated since the time of Plato. Many reasons for the development of stratification have been proposed, from the need for hierarchical control over large-scale irrigation systems to the accumulation of small differences in wealth over time via inheritance processes. However, none of these explains how unequal societies came to completely displace egalitarian cultural norms over time. Our study models demographic consequences associated with the unequal distribution of resources in stratified societies. Agent-based simulation results show that in constant environments, unequal access to resources can be demographically destabilizing, resulting in the outward migration and spread of such societies even when population size is relatively small. In variable environments, stratified societies spread more and are also better able to survive resource shortages by sequestering mortality in the lower classes. The predictions of our simulation are provided modest support by a range of existing empirical studies. In short, the fact that stratified societies today vastly outnumber egalitarian societies may not be due to the transformation of egalitarian norms and structures, but may instead reflect the more rapid migration of stratified societies and consequent conquest or displacement of egalitarian societies over time.     

Development of the Intrinsic Language Network in Preschool Children from Ages 3 to 5 Years

Resting state studies of spontaneous fluctuations in the functional magnetic resonance imaging (fMRI) blood oxygen level dependent signal have shown great potential in mapping the intrinsic functional connectivity of the human brain underlying cognitive functions. The aim of the present study was to explore the developmental changes in functional networks of the developing human brain exemplified with the language network in typically developing preschool children. To this end, resting-sate fMRI data were obtained from native Chinese children at ages of 3 and 5 years, 15 in each age group. Resting-state functional connectivity (RSFC) was analyzed for four regions of interest; these are the left and right anterior superior temporal gyrus (aSTG), left posterior superior temporal gyrus (pSTG), and left inferior frontal gyrus (IFG). The comparison of these RSFC maps between 3- and 5-year-olds revealed that RSFC decreases in the right aSTG and increases in the left hemisphere between aSTG seed and IFG, between pSTG seed and IFG, as well as between IFG seed and posterior superior temporal sulcus. In a subsequent analysis, functional asymmetry of the language network seeding in aSTG, pSTG and IFG was further investigated. The results showed an increase of left lateralization in both RSFC of pSTG and of IFG from ages 3 to 5 years. The IFG showed a leftward lateralized trend in 3-year-olds, while pSTG demonstrated rightward asymmetry in 5-year-olds. These findings suggest clear developmental trajectories of the language network between 3- and 5-year-olds revealed as a function of age, characterized by increasing long-range connections and dynamic hemispheric lateralization with age. Our study provides new insights into the developmental changes of a well-established functional network in young children and also offers a basis for future cross-culture and cross-age studies of the resting-state language network.     

The ontogeny of human prosociality: behavioral experiments with children aged 3 to 8

Humans regularly engage in prosocial behavior that differs strikingly from that of even our closest living relatives, the chimpanzees (Pan troglodytes). In laboratory settings, chimpanzees are indifferent when given the opportunity to deliver valued rewards to conspecifics, while even very young human children have repeatedly been shown to behave prosocially. Although this broadly suggests that prosocial behavior in chimpanzees differs from that of young human children, the methods used in prior work with children have also differed from the methods used in studies of chimpanzees in potentially crucial ways. Here we test 92 pairs of 3–8-year-old children from urban American (Los Angeles, CA, USA) schools in a face-to-face task that closely parallels tasks used previously with chimpanzees. We found that children were more prosocial than chimpanzees have previously been in similar tasks, and our results suggest that this was driven more by a desire to provide benefits to others than a preference for egalitarian outcomes. We did not find consistent evidence that older children were more prosocial than younger children, implying that younger children behaved more prosocially in the current study than in previous studies in which participants were fully anonymous. These findings strongly suggest that humans are more prosocial than chimpanzees from an early age and that anonymity influences children's prosocial behavior, particularly at the youngest ages.     

Understanding recent trends in childhood obesity in the United States

The prevalence of childhood obesity in the United States has more than tripled over the last four decades from 5 percent in 1978 to 18.5 percent in 2016. There is evidence for a break in trend in recent years: after growing from 0.4 to 0.7 percentage point per year between 1978 and 2004, the rate of increase has slowed to 0.1 percentage point per year from 2004 to 2016. To better understand these trends, in this paper we analyze a range of datasets that collect information on childhood obesity. We analyze the data overall, across the age distribution, across birth cohorts, and for subgroups of interest. We find steady increases in cohort-level obesity prevalence through approximately age 10, with levels unchanged thereafter, suggesting a need for additional interventions at early ages. We find that the prevalence of obesity has diverged by race and gender in recent years, especially among children entering kindergarten. Compared with 5-year-olds in 1997, 5-year-olds in 2010 were 2 percentage points more likely to be obese overall. Black and Hispanic 5-year-olds were 5 and 3 percentage points more likely to be obese, respectively, while whites had a 1 percentage point increase in obesity. However, overall and among all subgroups the rate of growth in obesity from kindergarten through 3rd grade has declined in recent years. Together, these findings can inform a future research literature that aims to target obesity interventions where they will be most impactful.     

Nature,nurture, and childhood overweight.

The relative importance of dietary and familial factors in determining weight in early infancy were studied in 203 5-year-old children. Their age at weaning, energy intake in infancy and at 5 years, and maternal percentage expected weight were studied in relation to their percentage expected weight. Neither the estimated energy intake in infancy nor the intake at 5 years correlated significantly with their percentage expected weight at 5 years. Overweight 5-year-olds had not been weaned earlier than normal-weight 5-year-olds. There was a significant correlation between the percentage expected weights of the mothers and those of their children at 5 years of age, although the children of overweight mothers did not have higher energy intakes than the children of underweight mothers. A familial, perhaps genetically determined, tendency to overweight seems to be more important in determining whether a child will be overweight at 5 years old than early weaning and overfeeding in infancy.     

Social Influences on Inequity Aversion in Children

Adults and children are willing to sacrifice personal gain to avoid both disadvantageous and advantageous inequity. These two forms of inequity aversion follow different developmental trajectories, with disadvantageous inequity aversion emerging around 4 years and advantageous inequity aversion emerging around 8 years. Although inequity aversion is assumed to be specific to situations where resources are distributed among individuals, the role of social context has not been tested in children. Here, we investigated the influence of two aspects of social context on inequity aversion in 4- to 9-year-old children: (1) the role of the experimenter distributing rewards and (2) the presence of a peer with whom rewards could be shared. Experiment 1 showed that children rejected inequity at the same rate, regardless of whether the experimenter had control over reward allocations. This indicates that children’s decisions are based upon reward allocations between themselves and a peer and are not attempts to elicit more favorable distributions from the experimenter. Experiment 2 compared rejections of unequal reward allocations in children interacting with or without a peer partner. When faced with a disadvantageous distribution, children frequently rejected a smaller reward when a larger reward was visible, even if no partner would obtain the larger reward. This suggests that nonsocial factors partly explain disadvantageous inequity rejections. However, rejections of disadvantageous distributions were higher when the larger amount would go to a peer, indicating that social context enhances disadvantageous inequity aversion. By contrast, children rejected advantageous distributions almost exclusively in the social context. Therefore, advantageous inequity aversion appears to be genuinely social, highlighting its potential relevance for the development of fairness concerns. By comparing social and nonsocial factors, this study provides a detailed picture of the expression of inequity aversion in human ontogeny and raises questions about the function and evolution of inequity aversion in humans.     

Genetic and environmental influences on Anxious/Depression during childhood: a study from the Netherlands Twin Register

For a large sample of twin pairs from the Netherlands Twins Register who were recruited at birth and followed through childhood, we obtained parental ratings of Anxious/Depression (A/D). Maternal ratings were obtained at ages 3 years (for 9025 twin pairs), 5 years (9222 pairs), 7 years (7331 pairs), 10 years (4430 pairs) and 12 years (2363 pairs). For 60-90% of the pairs, father ratings were also available. Multivariate genetic models were used to test for rater-independent and rater-specific assessments of A/D and to determine the genetic and environmental influences on individual differences in A/D at different ages. At all ages, monozygotic twins resembled each other more closely for A/D than dizygotic twins, implying genetic influences on variation in A/D. Opposite sex twin pairs resembled each other to same extent as same-sex dizygotic twins, suggesting that the same genes are expressed in boys and girls. Heritability estimates for rater-independent A/D were high in 3-year olds (76%) and decreased in size as children grew up [60% at age 5, 67% at age 7, 53% at age 10 (60% in boys) and 48% at age 12 years]. The decrease in genetic influences was accompanied by an increase in the influence of the shared family environment [absent at ages 3 and 7, 16% at age 5, 20% at age 10 (5% in boys) and 18% at age 12 years]. The agreement between parental A/D ratings was between 0.5 and 0.7, with somewhat higher correlations for the youngest group. Disagreement in ratings between the parents was not merely the result of unreliability or rater bias. Both the parents provided unique information from their own perspective on the behavior of their children. Significant influences of genetic and shared environmental factors were found for the unique parental views. At all ages, the contribution of shared environmental factors to variation in rater-specific views was higher for father ratings. Also, at all ages except age 12, the heritability estimates for the rater-specific phenotype were higher for mother ratings (59% at age 3 and decreasing to 27% at age 12 years) than for father ratings (between 14 and 29%). Differences between children, even as young as 3 years, in A/D are to a large extent due to genetic differences. As children grow up, the variation in A/D is due in equal parts to genetic and environmental influences. Anxious/Depression, unlike many other common childhood psychopathologies, is influenced by the shared family environment. These findings may provide support for why certain family therapeutic approaches are effective in the A/D spectrum of illnesses.     

Early development (5 to 48 months) in Williams syndrome. A study of 14 children.

At what age do children with Williams syndrome (WS) achieve major developmental milestones? Is their early development harmonious or are some of the typical discrepancies described in older children already noticeable? To address these questions we analysed information gathered over a five year period on 14 children with WS. Each child was evaluated at least twice between the ages of 5 and 48 months, using the Bayley Scales of Infant Development and during more informal observation sessions. Parents and professionals were also interviewed. This analysis provided us with an outline for "developmental norms" for children with WS and allowed us to conclude that, even before the age of 4 years, children with WS display a typical profile in their abilities. Expressive language skills are less delayed in contrast to the important delay in language comprehension and fine motor skills.     

Capuchin monkeys (Cebus apella) fail to show inequality aversion in a no-cost situation

Although humans show robust equality concerns across a variety of situations, there is ongoing debate regarding the extent to which any nonhuman species is inequality averse. In the current research, we test nonhuman primates' reactions to conspecifics receiving equal and unequal payoffs using a “no-cost” method in which subjects can respond to inequality without rejecting food. Specifically, we gave capuchin monkeys (Cebus apella) the opportunity to trade with one of two experimenters, each of whom offered the subject an identical reward, but had different histories of trading with the subject and a conspecific partner. An “equal” experimenter had previously given a conspecific the same reward that the subject had received, whereas the other experimenter was either an “advantageous trader” for the subject (giving the conspecific an inferior reward) or a “disadvantageous trader” for the subject (giving the conspecific a superior reward). By offering subjects a choice between experimenters, we removed several competing demands that may have masked the expression of robust equality preferences in previous studies. Even though there was no cost associated with expressing an equality preference, we found no evidence that capuchins differentiated between equal and unequal experimenters.     

Assessment of Dental Age of Children Aged 3.5 to 16.9 Years Using Demirjian’s Method: A Meta-Analysis Based on 26 Studies

Background A method for assessing dental maturity in different populations was first developed in 1973 by Demirjian and has been widely used and accepted since then. While the accuracy for evaluating dental age using Demirjian’s method compared to children’s chronological age has been extensively studied in recent years, the results currently available remain controversial and ambiguous. Methods A literature search of PubMed, Embase, Web of Science, CNKI and CBM databases was conducted to identify all eligible studies published before July 12th, 2013. Weighted mean difference (WMD) with corresponding 95% confidence interval (95% CI) was used to evaluate the applicability of Demirjian’s method for estimating chronological age in children. Results: A meta-analysis was conducted on 26 studies with a total of 11,499 children (5,301 boys and 6,198 girls) aged 3.5 to 16.9 years. Overall, we found that Demirjian’s method overestimated dental age by 0.35 (4.2 months) and 0.39 (4.68 months) years in males and females, respectively. A subgroup analysis by age revealed that boys and girls between the ages of 5 to 14 were given a dental age estimate that was significantly more advanced than their chronological age. Differences between underestimated dental ages and actual chronological ages were lower for male and female 15- and 16-year-old subgroups, though a significant difference was found in the 16-year-old subgroup. Conclusions Demirjian’s method’s overestimation of actual chronological tooth age reveals the need for population-specific standards to better estimate the rate of human dental maturation.     

Development of articulation before delayed hard-palate closure in children with cleft palate: a cross-sectional study

The development of articulation before surgical closure of the hard palate was compared in 75 preschool children with cleft lip and palate and 40 preschool children born without clefts. The children were aged 2 years to 5 years 11 months. The patients had significantly poorer articulation skills than the controls at each age level. Substitutions were the most frequent error, and they did not decrease with age in the patients. Fistula size and a history of speech therapy were significant factors in the articulation error scores only in 5-year-olds. No advantage in articulation proficiency was found for those who had worn a prosthesis to occlude the hard-palate defect.     

Age-related differences in daily attention patterns in preschool, kindergarten, first-grade, and fifth-grade pupils

The purpose of this study was to examine age-related differences in the daily attention patterns of preschool, kindergarten, first-grade, and fifth-grade pupils by means of a cross-sectional sample of 4-11-year-old French students. The importance of this study comes from the need to understand attention and apply the information it provides in educational settings. The first study conducted in a school setting with three age groups (4-5-, 6-7-, and 10-11-year-olds) demonstrated a rapid rhythmicity (60 minute period) for preschoolers (4-5 years old), with higher performance at the beginning of a teaching session. This pattern evolved until the fifth grade (10-11-year-olds), after which the temporal variation in attention was comparable to that of working adults, with fluctuations occurring on a half-day basis. The children's scores on crossing-out tests rose during the morning, declined in the early afternoon, and then rose again later during the afternoon. The second study enhanced our understanding of the change of the rhythm in attention of 4-7-year-old pupils. The rapid daily rhythmicity, linked to a session effect, seems to gradually disappear as children move from preschool 2 to kindergarten (4-5- to 5-6-year-olds) and then on to first grade (6-7-year-olds), where the daily attention patterns are closer to the standard pattern found by chronopsychology studies. The evolving patterns obtained from group means were confirmed by analysis of individual patterns. Exploratory statistical analysis of the data provided greater detail on the observed interindividual patterns, indicating that within each school grade, the attention patterns of some children are similar to the standard pattern while the attention patterns of others are more atypical. Deviations were mainly found in the 5-6-year-old age range (kindergarteners). The greatest 'mixture' of patterns was observed in the kindergartners (5-6-year-olds). Age plays a role not only in modifying daily changes but also in the distribution of interindividual differences in daily fluctuations, which occur most when children are of kindergarten age (5-6 years of age).     

Bone maturation reflects the secular trend in growth

The aim of this study was to compare a series of X-rays from the mid-1990s with another taken in the mid-1980s in order to test the possibility that environmental causes affect the skeletal maturation. The first group of subjects included a total of 1,057 girls and 1, 055 boys participating in a project for Japan and China health research in 1986. The second group of subjects included a total of 382 girls and 629 boys participating in a project for bone mineral density research in 1996. The skeletal maturity score using the Tanner-Whitehouse 2-RUS method was used as the fundamental datum. This score was used to represent each group. The Wilcoxon's rank sum test was applied to examine the significance of the difference between the 1986 and the 1996 groups. The 1996 children had not matured more than the 1986 children; children in both groups reached the given scores at almost the same ages. In girls, there was little difference between the groups at 7 years of age, but it declined from 8 years of age onward. Some apparent differences arose at ages 14 and 15, but ceased by age 16 in girls. In boys, no differences were found in those aged from 7 to 17 years, except for 12-year-olds. We did not detect much of a difference in bone maturation between the 1986 and 1996 groups of children, and no differences in height during the same period. Our findings suggest that bone maturation reflects the secular trend in growth.     

Use of Powered Prosthesis for Children with Upper Limb Deficiency at Hyogo Rehabilitation Center

Background

There has been no research investigating the use of powered prosthetic for children in Japan.

Objective

To gain better insight into the state of powered prosthesis usage and identify a ratio of rejection among children.

Methods

Subjects were 37 unilateral below elbow amputees between the ages of 0 and 16 at the time of their first experienced fitting with a powered prosthesis at our Center. The information was collected from medical records and through face-to-face interviews, and we examined rejection rate and the factors affecting the use of powered prosthesis.

Results

The rate of discontinuation was 21.6% as 8 of the 37 children stopped using powered prosthesis. All of them were fitted their prosthesis after 2 years of age, and they rejected prosthesis between 5 to 19 years. We found that the level of amputation had no influence on the use of a powered prosthesis.

Conclusions

Children fitted before 2 years of age tend to accept their powered prosthesis than those fitted after 2 years. Multidisciprinary team approach, adequate rehabilitation, detailed follow-up and involvement of parents are quite important for introducing powered prosthesis for children.     

Pre-existing fairness concerns restrict the cultural evolution and generalization of inequitable norms in children

Many social exchanges produce benefits that would not exist otherwise, but anticipating conflicts about how to distribute these benefits can derail exchange and destroy the gains. Coordination norms can solve this problem by providing a shared understanding of how to distribute benefits, but such norms can also perpetuate group-level inequality. To examine how inequitable norms evolve culturally and whether they generalize from one setting to another, we conducted an incentivized lab-in-the-field experiment among kindergarten (5–6) and second-grade (8–9) children living in Switzerland (4′228 decisions collected from 326 children). In Part 1, we created two arbitrarily marked groups, triangles and circles. We randomly and repeatedly formed pairs with one triangle and one circle, and players in a pair played a simple bargaining game in which failure to agree destroyed the gains from social exchange. At the beginning of Part 1 we suggested a specific way to play the game. In symmetric treatments, this suggestion did not imply inequality between the groups, while in asymmetric treatments it did. Part 2 of the experiment addressed the generalization of norms. Retaining their group affiliations from Part 1, each child had to distribute resources between an in-group member and an out-group member. Children of both age groups in symmetric treatments used our suggestions about how to play the game to coordinate in Part 1. In asymmetric treatments, children followed our suggestions less consistently, which reduced coordination but moderated inequality. In Part 2, older children did not generalize privilege from Part 1. Rather, they compensated the underprivileged. Younger children neither generalized privilege nor compensated the underprivileged.     

Chimpanzees coordinate in a negotiation game

A crucially important aspect of human cooperation is the ability to negotiate to cooperative outcomes when interests over resources conflict. Although chimpanzees and other social species may negotiate conflicting interests regarding travel direction or activity timing, very little is known about their ability to negotiate conflicting preferences over food. In the current study, we presented pairs of chimpanzees with a choice between two cooperative tasks—one with equal payoffs (e.g., 5-5) and one with unequal payoffs (higher and lower than in the equal option, e.g., 10-1). This created a conflict of interests between partners with failure to work together on the same cooperative task resulting in no payoff for either partner. The chimpanzee pairs cooperated successfully in as many as 78–94% of the trials across experiments. Even though dominant chimpanzees preferred the unequal option (as they would obtain the largest payoff), subordinate chimpanzees were able to get their way (the equal option) in 22–56% of trials across conditions. Various analyses showed that subjects were both strategic and also cognizant of the strategies used by their partners. These results demonstrate that one of our two closest primate relatives, the chimpanzee, can settle conflicts of interest over resources in mutually satisfying ways—even without the social norms of equity, planned strategies of reciprocity, and the complex communication characteristic of human negotiation.     

The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children

The dimensional change card sort (DCCS) is an easily administered and widely used measure of executive function that is suitable for use with participants across a wide range of ages. In the standard version, children are required to sort a series of bivalent test cards, first according to one dimension (e.g., color), and then according to the other (e.g., shape). Most 3-year-olds perseverate during the post-switch phase, exhibiting a pattern of inflexibility similar to that seen in patients with prefrontal cortical damage. By 5 years of age, most children switch when instructed to do so. Performance on the DCCS provides an index of the development of executive function, and it is impaired in children with disorders such as attention-deficit/hyperactivity disorder (ADHD) and autism. We describe the protocol for the standard version (duration = 5 min) and the more challenging border version (duration = 5 min), which may be used with children as old as 7 years.     

EQ-5D-3L Derived Population Norms for Health Related Quality of Life in Sri Lanka

Background

Health Related Quality of Life (HRQoL) is an important outcome measure in health economic evaluation that guides health resource allocations. Population norms for HRQoL are an essential ingredient in health economics and in the evaluation of population health. The aim of this study was to produce EQ-5D-3L-derived population norms for Sri Lanka.

Method

A population sample (n =  780) was selected from four districts of Sri Lanka. A stratified cluster sampling approach with probability proportionate to size was employed. Twenty six clusters of 30 participants each were selected; each participant completed the EQ-5D-3L in a face-to-face interview. Utility weights for their EQ-5D-3L health states were assigned using the Sri Lankan EQ-5D-3L algorithm. The population norms are reported by age and socio-economic variables.

Results

The EQ-5D-3L was completed by 736 people, representing a 94% response rate. Sixty per cent of the sample reported being in full health. The percentage of people responding to any problems in the five EQ-5D-3L dimensions increased with age. The mean EQ-5D-3L weight was 0.85 (SD 0.008; 95%CI 0.84-0.87). The mean EQ-5D-3L weight was significantly associated with age, housing type, disease experience and religiosity. People above 70 years of age were 7.5 times more likely to report mobility problems and 3.7 times more likely to report pain/discomfort than those aged 18-29 years. Those with a tertiary education were five times less likely to report any HRQoL problems than those without a tertiary education. A person living in a shanty was 4.3 more likely to have problems in usual activities than a person living in a single house.

Conclusion

The population norms in Sri Lanka vary with socio-demographic characteristics. The socioeconomically disadvantaged have a lower HRQoL. The trends of population norms observed in this lower middle income country were generally similar to those previously reported in high income countries.     

Intelligence in Taiwan: Progressive Matrices means and sex differences in means and variances for 6- to 17-year-olds

Data for Raven's Progressive Matrices are reported for a sample of 6290 6- to 17-year-olds in Taiwan. The Taiwanese obtained a mean IQ of 109.5, in relation to a British mean of 100. There was no difference in mean scores of boys and girls at age 7 years. At age 10 years girls obtained significantly higher scores than boys, and at ages 13 and 16 years boys obtained significantly higher scores than girls. There was no sex difference in variance at age 7 years. At ages 10, 13 and 16 years variance was significantly greater in boys.