Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-26T14:57:34.391Z Has data issue: false hasContentIssue false
  • English
  • Français

How does “emporiophobia” develop?

Published online by Cambridge University Press:  30 August 2018

Margaret Echelbarger ,
Susan A. Gelman  and
Charles W. Kalish
Margaret Echelbarger
Affiliation:
Department of Psychology, University of Michigan, Ann Arbor, MI 48109. [email protected]@umich.eduwww.mechelbarger.comhttps://lsa.umich.edu/psych/people/faculty/gelman.html
Susan A. Gelman
Affiliation:
Department of Psychology, University of Michigan, Ann Arbor, MI 48109. [email protected]@umich.eduwww.mechelbarger.comhttps://lsa.umich.edu/psych/people/faculty/gelman.html
Charles W. Kalish
Affiliation:
Department of Educational Psychology, University of Wisconsin, Madison, WI 53706. [email protected]://edpsych.education.wisc.edu/staff/kalish-charles/
Get access Rights & Permissions [Opens in a new window]

Abstract

Boyer & Petersen's (B&P's) evolutionary approach to folk-economic beliefs is insightful, with far-reaching implications. We add to their discussion by positing a complementary developmental approach to the study of “emporiophobia” – studying children whose behaviors provide insight into developmental origins. We hypothesize that emporiophobia emerges early in childhood through proximal mechanisms and propose that emporiophobia develops alongside emporiophilia.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 41 , 2018 , e168
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baron, A. S., Pun, A. & Dunham, Y. (2016) Developmental origins of social group preferences. In: Core knowledge and conceptual change, ed. Barner, D., Baron, A. S., Barner, D. & Baron, A. S., pp. 365–83. Oxford University Press. doi:10.1093/acprof:oso/9780190467630.003.0020.Google Scholar
Blake, P. R., Corbit, J., Callaghan, T. C. & Warneken, F. (2016) Give as I give: Adult influence on children's giving in two cultures. Journal of Experimental Child Psychology 152:149–60. doi: 10.1016/j.jecp.2016.07.010.Google Scholar
Echelbarger, M., Gelman, S. A. & Kalish, C. W. (2018) Getting what you pay for: Children's use of market norms to regulate exchanges. Child Development. Early Online View, published May 11, 2018. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13088Google Scholar
Fehr, E., Bernhard, H. & Rockenbach, B. (2008) Egalitarianism in young children. Nature 454:1079–83. doi: 10.1038/nature07155.Google Scholar
Fiske, A. P. (1991) Structures of social life: The four elementary forms of human relations. Free Press.Google Scholar
Lollis, S., Van Engen, G., Burns, L., Nowack, K. & Ross, H. (1999) Sibling socialization of moral orientation: “Share with me!” “No, it's mine!” Journal of Moral Education 28(3):339–57. doi: 10.1080/030572499103124.Google Scholar
McAuliffe, K., Raihani, N. J. & Dunham, Y. (2017) Children are sensitive to norms of giving. Cognition 167:151–59. doi: 10.1016/j.cognition.2017.01.006.Google Scholar
Olson, K. R. & Spelke, E. S. (2008) Foundations of cooperation in young children. Cognition 108(1):222–31. doi: 10.1016/j.cognition.2007.12.003.Google Scholar
Rizzo, M. T., Elenbaas, L., Cooley, S. & Killen, M. (2016) Children's recognition of fairness and others' welfare in a resource allocation task: Age related changes. Developmental Psychology 52(8):1307–17. doi: 10.1037/dev0000134.Google Scholar
Tomasello, M. (1999) The cultural origins of human cognition. Harvard University Press.Google Scholar
Warneken, F. (2018) How children solve the two challenges of cooperation. Annual Review of Psychology 69:205–29. doi: 10.1146/annurev-psych-122216-011813.Google Scholar