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Measuring preschoolers' superstitious tendencies
Kelly J Sheehan1, Jennifer Van Reet, Christopher M Bloom
1Department of Psychology, Northwestern University, 2120 Campus Drive, Suite 162, Evanston, IL 60208, United States. kellysheehan2011@u.northwestern.edu
Behavioural Processes
|July 26, 2012
Summary
Young children develop superstitious behaviors by associating random stimuli with desired outcomes. This study measured superstitious tendencies in children aged 3-5 using a computer-based learning task.
Area of Science:
- Developmental Psychology
- Cognitive Development
- Behavioral Science
Background:
- Superstitious behaviors are well-documented in adults and animals.
- Systematic assessment of superstitious tendencies in young children is lacking.
- Understanding early superstitious behavior offers insights into cognitive development.
Purpose of the Study:
- To develop and validate a method for measuring superstitious tendencies in young children.
- To investigate the emergence of superstitious behavior in early childhood.
- To explore the relationship between superstitious behavior and causal reasoning in children.
Main Methods:
- Two studies utilized a computer-based learning paradigm with 3-5-year-old children.
- Children tapped a computer to produce a target image.
- A random sensory stimulus preceded the target image on half the trials, allowing measurement of superstitious tendencies via changes in tapping behavior.
Main Results:
- Children increased their tapping rate during the presence of the sensory stimulus.
- This indicates an association between the sensory stimulus and the target image, despite no causal link.
- The findings suggest the development of superstitious tendencies in young children.
Conclusions:
- The study successfully developed and validated a method to measure superstitious tendencies in young children.
- Results highlight the early emergence of superstitious behavior and its potential link to developing causal knowledge.
- Further research can explore the implications for understanding children's understanding of cause and effect.
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