title: The effect of personal relevance on psychological inference: a developmental analysis.
abstract: The effect of personal relevance was examined as a motivational alternative to capacity-based explanations of young children's failure to describe others in terms of psychological characteristics. In Study 1, children at 2 age levels (5-6 and 9-10 years) were asked to describe actors exhibiting different behaviors and to select partners for different games. As predicted, children who expected to interact with the actors were much more likely to describe them in psychological terms. Older children selected partners based on instrumental goals, maximizing their own outcomes, whereas younger children selected partners based on liking. The findings were replicated in Study 2, and expecting interaction was also found to affect behavior (toy allocation). The results suggest that the verbal inferencing skills of young children have been underestimated in the past, and that younger children may be more oriented than older children toward affective relative to instrumental goals in anticipating interaction with a peer.
authors.affiliation: Department of Psychology, New York University, NY 10003.
authors.forename: N S
authors.initials: NS
authors.lastname: Feldman
authors.forename: D N
authors.initials: DN
authors.lastname: Ruble
mesh_terms: D001288:Attention; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004644:Emotions; D005260:Female; D006040:Goals; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D009042:Motivation; D010379:Peer Group; D010988:Play and Playthings; D012928:Social Desirability; D012938:Social Perception; D014705:Verbal Behavior