Louisa C. Egan, Laurie R. Santos, Paul Bloom Evidence from children and monkeys

 Louisa C. Egan  She works department of psychology in University of Yale  She works about attitude changes  Psychology of Negotiations Evolution of Human Nature Developmental Psychology Cross-Cultural Psychology Judgment and Decision-Making

 Laurie R. Santos  She is a professor of psychology and cognitive science at University of Yale. Her research explores the evolutionary origins of the human mind by comparing the cognitive abilities of humans and non-human animals, including primates and canines.

 Paul Bloom  He is a professor of pschology and cognitive science at University of Yale. He researchs children and adults understand the physical and social world, with special focus on language, morality, religion.

 Why does cognitive dissonance exist in the in the first place?  Is it mental process that we learn as we mature and a reflection of our increasing complex cognitive abilities?

 This study aim of investigates origins of cognitive dissonance because cognitive dissonance may be describes an individual’s cognition; beliefs,attitudes and behaviors. May be evolutionary and developmental.

 Psychologists have long been investigate cognitive dissonance so this many areas of psychology includes attitudes, prejudice, moral cognition, decision making, happiness, therapy.

 Child study:  Subjects:  Thirty, four years old children(14 girls and 16 boys) four children did not complete for inability to understand procedures or fatigue.  Procedures:  Used to smiley face rating scale that included six faces. Corresponding to six levels of liking.  Smiley face stikers give as rewards good behaviors conclusion. And children were enthusiastic about playing with the stikers.

 Children select between six smiley faces, they select large smile faces.Two condition contitudes choice and no- choice. Once a child had rated stikers, the experimenter randomly labeled the stikers in each triad as A,B and C  Each child participated in one of two conditions either the choice condition or the no choice.  In the choice condition child was given one choice between A and B. Displayed A in one hand and B in the other and said ‘you get to choose a stiker to take home’ so child was given a similar choice between unchosen alternative and C. Experiment continue and child exhausted.

 This situation continue no choice condition.  After child receive this stiker that is was given a choice between the unreceived alternative.  At least two triads were used with each child.  Capuchin study :  There are 6 capuchins. These are 4 adults and 2 adolescents.  Procedures:  Monkeys preferences for at least nine different M and M candies.Monkey are in cage, monkey saw outside tray candies.The door opened monkey select candies.this experiment made 20 trials two experimental sessions. So monkey option C select long duration. Each monkey were tested four times.(by 2 months)

 Each child selected choice 80% C (no choice condition) 4-5 triads. An unpaired t test revealed a reliable difference between the two conditions t(28)=2,23 p=.05, two-tailed. C choice m=63.0% no-choice condition m=47.2 %  One sample t test m= 50% t(14)=2.28 p=.04 two tailed, no choice condition t(14)=0.53, p=.60 two tailed.  In capuchins within-subjects variables revealed significant main effect of condition F(1,5)=32.5 p=.002  C m=60.0% in choice. M=38.3% no-choice.paired sign=.03. one sample t test choice C t(5)=5.48,p=.003 no-choice significantly t(5)=4.18,p=.009. So they can choice inferior alternative. That is interpretate can select inflate value of the alternative chosen.

 Both children and capuchins can demonstrate decrease their chosen against conditions.  These results suggest that children and monkeys change their current preferences to fit with their past decisions.  Indeed do you select for survive or for get rid of your non-choose alternative? If you select why?  Is it developmental or evolutionary our another choice selecting? Or can be attitudes,beliefs, individual’s cognitions and behaviors?