Children's views on prestige and dominance in Colombia, Finland and the United States 2021-2022

The study examines children's attitudes towards dominance and prestige in Colombia, Finland and the United States. The study sought to determine 1) whether children recognize and distinguish between dominance and prestige, 2) whether children prefer to learn from a dominant or prestigious character, 3) whether children assign leadership to a dominant or prestigious character, and 4) whether children self-identify more with a dominant or subordinate character. The study also examined differences in perceptions between countries. The study was conducted in an experimental setting, where children were shown videos and pictures and asked a question related to each video and picture. Initially, the child was shown two videos, both of which were played twice. The first video showed the interaction between the dominant character and the subordinate main character, Dimo. The second video showed the interaction between the prestigious character and Tima. In both scenes, Dimo adapts to the character in question by drawing in the same colour as him or by using the same animal in the picture. The difference between the scenes is that in the case of the dominant character, Dimo was forced to do so, but in the case of the prestigious character, Dimo copied the character voluntarily. After each video, the child was asked which character they thought was older. Children answered the questions by pointing to one of the characters on the screen. The child was also asked which one Dimo likes to sit next to, which one he/she likes more and which one he/she is more afraid of. In the next section, the child was shown a picture with an prestigious character, a dominant character and a new type of object. The child was told how each character calls the object, and then the child had to name the object himself. This task was repeated three times with three different sets of new objects and names. In the next section, the child was shown a picture of these characters with different hats on their heads. The child then had to point out which hat Dimo would wear. Next, a situation was described where there is only one candy left between the characters and Dimo cannot decide who should get it. The child was asked which of the characters should decide. The child was also asked which of the characters would be better at solving the conflict of watching the video. The child was also asked which character he or she liked better. The child was then asked which of the characters likes bears and oranges and which one lives in a house with a grey door. Finally, the child was shown a picture of two new characters, one dominant and one subordinate. The child had to point out which one of the characters he or she would be. In dominant scenes, for example, an aggressive tone of voice and forcing an opinion were used, while in authoritative scenes, a friendly tone of voice and sharing an opinion only when asked were used. The first set of questions (identification and discrimination) and the last set of questions (self-recognition) are drawn from previous studies. The second set of questions (learning and leadership) was developed for this study. Background variables included the respondent's gender and age and the country in which the experiment was taken.

本研究针对哥伦比亚、芬兰与美国三国的儿童，探究其对支配型（dominance）与威望型（prestige）社会特质的态度。本研究旨在明确四个核心研究问题：1）儿童能否识别并区分支配型与威望型特质；2）儿童更倾向于向支配型还是威望型角色学习；3）儿童会将领导权赋予支配型还是威望型角色；4）儿童更易与支配型或从属型（subordinate）角色产生自我认同。
本研究同时探究了不同国家间的认知差异。
本研究采用实验范式开展，向儿童展示视频与图片，并针对每个视频、图片设置对应提问。初始环节中，儿童将观看两段各播放两次的视频：第一段视频展现支配型角色与从属主角迪莫（Dimo）的互动；第二段视频展现威望型角色与蒂玛（Tima）的互动。两段场景中，迪莫均通过与角色使用相同色彩绘画、或在图片中使用同款动物来适配该角色。二者的核心区别在于：面对支配型角色时，迪莫是被迫做出上述适配行为；而面对威望型角色时，迪莫是主动模仿该角色。
每段视频播放完毕后，儿童会被问及认为哪一位角色年龄更大，作答方式为指向屏幕上的其中一名角色。此外，儿童还需回答迪莫更愿意坐在哪位角色身旁、他/她更喜爱哪一位角色，以及他/她更惧怕哪一位角色。
下一环节中，儿童将观看一张包含威望型角色、支配型角色与一种全新物品的图片。实验人员会告知儿童每位角色对该物品的称呼，随后要求儿童自行命名该物品。该任务将针对三组不同的全新物品与对应称呼，重复开展三次。
再下一环节中，儿童将看到一张三位角色头戴不同帽子的图片，随后需要指出迪莫会选择佩戴哪一顶帽子。
随后，实验人员将描述一个情境：角色们仅剩一颗糖果，迪莫无法决定该由谁获得这颗糖果，此时儿童需要回答应由哪一位角色来做出决策。此外，儿童还需回答哪一位角色更擅长解决该观看视频相关的冲突问题，以及他/她更喜爱哪一位角色。
儿童还会被问及，哪一位角色喜爱熊与橙子，以及哪一位角色居住在带有灰色房门的房屋中。
最后，儿童将看到两名全新角色的图片，其中一名为支配型角色，另一名为从属型角色，儿童需要指出自己更认同哪一位角色。
在支配型场景中，实验采用攻击性语气与强迫他人接受观点的方式；而在权威型（authoritative）场景中，则采用友好语气、仅在被询问时才分享观点的方式。
本研究的第一组问题（身份识别与特质区分）与最后一组问题（自我认同）均改编自过往研究；第二组问题（学习与领导力相关任务）则为本研究量身开发。背景变量涵盖受访者的性别、年龄，以及实验开展所在的国家。