Children’s Ability to Save: The Effect of Resource
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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.
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Copyright © 2021 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
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- 2021
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ziani-bey-childrensabilitytosavetheeffectofresource.pdf | 2023-05-05 | Public | Download |