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.

本研究旨在探讨哥伦比亚、芬兰和美国儿童对支配地位与声望的态度。研究旨在确定：1）儿童是否能够识别并区分支配地位与声望；2）儿童是否更倾向于向支配或声望较高的角色学习；3）儿童是否将领导权赋予支配或声望较高的角色；4）儿童是否更倾向于认同支配或从属的角色。研究还考察了各国在认知差异方面的表现。研究在实验环境中进行，向儿童展示视频和图片，并针对每个视频和图片提出相关问题。最初，儿童被展示了两个视频，每个视频播放两次。第一个视频展示了支配角色与从属主角迪莫之间的互动。第二个视频展示了声望角色蒂玛之间的互动。在这两个场景中，迪莫通过以相同颜色绘画或使用图片中的相同动物来适应所讨论的角色。场景之间的区别在于，在支配角色的案例中，迪莫是被强迫这样做的，而在声望角色的案例中，迪莫是自愿效仿的。在每个视频之后，儿童被问及他们认为哪个角色更年长。儿童通过指向屏幕上的一个角色来回答问题。随后，还询问儿童迪莫更喜欢与哪个角色坐在一起，更喜欢哪个角色，以及更害怕哪个角色。在下一部分，儿童被展示一张包含声望角色、支配角色和一种新型物体的图片。儿童被告知每个角色如何称呼该物体，然后儿童需要自己命名该物体。此任务在三种不同的新物体和名称的集合中重复了三次。在下一部分，儿童被展示一张这些角色戴着不同帽子的图片。然后，儿童需要指出迪莫会戴哪顶帽子。接下来，描述了一个只有一块糖果留在角色和迪莫之间的情景，迪莫无法决定该糖果应该给谁。儿童被问及应该由哪个角色来决定。还询问了哪个角色更适合解决观看视频时产生的冲突，以及哪个角色更受儿童喜爱。随后，还询问了哪个角色喜欢熊和橙子，以及哪个角色住在灰门房子里。最后，儿童被展示一张两张新角色的图片，一张是支配角色，一张是从属角色。儿童需要指出他或她会是哪个角色。在支配场景中，例如，使用了具有攻击性的语调和强迫表达观点的方式，而在权威场景中，使用了友好的语调和仅在被询问时才分享观点。第一组问题（识别与区分）和最后一组问题（自我识别）源自先前的研究。第二组问题（学习和领导）是为本研究开发的。背景变量包括受访者的性别、年龄以及实验进行的国家。