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.

本项研究旨在探究哥伦比亚、芬兰及美国儿童对权力与声望的态度。研究旨在探究以下四个问题：1）儿童能否识别并区分权力与声望；2）儿童是否更倾向于从权力或声望人物那里学习；3）儿童是否将领导权赋予权力或声望人物；4）儿童是否更认同权力或从属角色。此外，研究还分析了不同国家在认知上的差异。实验在控制环境中进行，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，儿童观看两段视频，每段视频播放两次。第一段视频展示了权力角色与从属角色迪莫之间的互动，第二段视频展示了声望角色蒂玛的互动。在这两个场景中，迪莫通过以相同的颜色或使用相同的动物图案来适应所涉及的角色。场景之间的差异在于，在权力角色的场景中，迪莫是被强迫这样做，而在声望角色的场景中，迪莫是自愿模仿的。在每个视频之后，都会询问儿童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。儿童还被问及迪莫更喜欢和哪个角色坐在一起，更喜欢哪个角色，以及哪个角色让他/她感到更害怕。在下一部分，儿童被展示一张包含声望角色、权力角色和新型物体的图片。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。这一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给角色和迪莫，而迪莫无法决定该给谁的情况。儿童被问及应该由哪个角色来决定。儿童还被问及哪个角色更适合解决观看视频时的冲突，以及哪个角色更受欢迎。然后，儿童被问及哪个角色喜欢熊和橙子，以及哪个角色住在灰色门的家。最后，儿童被展示两张新角色的图片，一张是权力角色，一张是从属角色。儿童需要指出他/她认为自己会是哪一个。在权力场景中，例如，使用的是侵略性的语调和强迫性的观点，而在权威场景中，使用的是友好的语调和仅在被问及时才分享观点。第一组问题（识别和区分）和最后一组问题（自我识别）来源于先前的研究。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。