Children’s Ability to Save: The Effect of Resource

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Ziani-Bey, Hana Aicha




Saving for the future is an adaptive skill that humans benefit from regularly. Only some studies have explored the factors that contribute to children's saving ability in the early preschool years, such as the nature of the resource to be saved (e.g., symbolic versus non-symbolic). The current study contrasts two savings studies with young children. In one, 63 children aged 3.5-6 years saved a resource itself (i.e., marbles; Kamawar, Connolly, Astle‐Rahim, Smygwaty & Vendetti, 2019), and in another, 53 children aged 4- to 5-years saved a symbol of a resource (i.e., tokens; Jerome, Milyavskaya, Atance & Kamawar, submitted). Each study included both a control and a budgeting condition where children could make a savings plan prior to engaging in the task, alongside a general planning measure (the Truck Loading task). Overall, children's performance across the two studies did not differ significantly, though the number of resources budgeted approached significance.


Psychology - Developmental
Psychology - Cognitive
Education - Early Childhood




Carleton University

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