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Risk-taking/gambling-like behavior in preschool children.

C A Kearney1, R S Drabman

  • 1Department of Psychology, University of Nevada, Las Vegas, 4505 Maryland Parkway, 89154, Las Vegas, NV.

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|November 19, 2013
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Summary
This summary is machine-generated.

Peer modeling significantly increases risk-taking behaviors in young children. Observing a peer win a prize encouraged more risky choices in a game, suggesting social learning influences early gambling-like tendencies.

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Area of Science:

  • Developmental Psychology
  • Behavioral Science

Background:

  • Risk-taking and gambling-like behaviors in children lack comprehensive understanding.
  • Social learning is a potential etiological factor for risk-taking in preschoolers.

Purpose of the Study:

  • To empirically examine social learning as a factor in preschooler risk-taking.
  • To investigate the influence of peer modeling on children's risk-taking behaviors.

Main Methods:

  • Preschool children were divided into experimental and control groups.
  • The experimental group observed a peer model winning a prize; the control group observed a peer winning nothing.
  • Children then played a risk-taking game in a high-risk situation.

Main Results:

  • Children exposed to a winning peer model initiated more risks.
  • The experimental group demonstrated significantly higher risk-taking than the control group.
  • Social modeling was shown to enhance risk-taking/gambling-like behavior.

Conclusions:

  • Peer modeling is an effective mechanism for increasing risk-taking behavior in young children.
  • Findings suggest parallels between modeled behavior and adult compulsive gambling.
  • Further research is recommended to explore these developmental pathways.