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{
    "pk": 27726,
    "title": "Look, I can do it! Young children forego opportunities to teach others to demonstrate their own competence",
    "subtitle": null,
    "abstract": "We not only care about what others think of the world, but\nalso about what others think of us. The ability to understand\nwhat others think of one’s competence is especially important\nfor young children, as they are beginning to learn about them-\nselves and form new relationships with others. Here we ask\nwhether young children can use others’ observations of their\nown failures and successes to infer others’ beliefs about the\nself’s competence, and would even forego an opportunity to\nteach new information in order to demonstrate their compe-\ntence. In Exp. 1 (3, 4, & 5-year-olds), when a confederate had\nobserved the child initially fail but eventually succeed at op-\nerating a toy, children chose to teach her a new toy; however,\nwhen the confederate had observed the initial failures but not\nthe final success, more children chose to show the familiar toy\nagain to demonstrate their competence. In Exp. 2 (3- & 4-\nyear-olds), we replicate this finding. Even in preschool years,\nchildren can reason about what others of their own competence\nand strategically decide whether to communicate information\nabout the self or the world; these results are discussed in light\nof prior work on reputation management and Theory of Mind.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Cognitive Development"
        },
        {
            "word": "social cognition"
        },
        {
            "word": "Theory of mind"
        },
        {
            "word": "the self"
        },
        {
            "word": "reputation management"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8fk740dh",
    "frozenauthors": [
        {
            "first_name": "Mika",
            "middle_name": "",
            "last_name": "Asaba",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Hyowon",
            "middle_name": "",
            "last_name": "Gweon",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27726/galley/17366/download/"
        }
    ]
}