WASHINGTON — Young children are possessed by possessions. Preschoolers argue about what belongs to whom with annoying regularity, a habit that might suggest limited appreciation of what it means to own something.
But it’s actually just the opposite, psychologist Ori Friedman of the University of Waterloo in Canada reported on May 28 at the Association for Psychological Science annual meeting. At ages 4 and 5, youngsters value a person’s ownership rights — say, to a crayon — far more strongly than adults do, Friedman and psychology graduate student Karen Neary found.
Rather than being learned from parents, a concept of property rights may automatically grow out of 2- to 3-year-olds’ ideas about bodily rights, such as assuming that another person can’t touch or control one’s body for no reason, Friedman proposed.
“Parents and adults may teach kids when it’s appropriate to disregard personal ownership,” he said. One such instance would involve a mother’s advice on when to lend a toy to another child who wants to borrow that item.
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Friedman’s team presented a simple quandary to 40 preschoolers, ages 4 and 5, and to 44 adults. Participants saw an image of a cartoon boy holding a crayon who appeared above the word “user” and a cartoon girl who appeared above the word “owner.” After hearing from an experimenter that the girl wanted her crayon back, volunteers were asked to rule on which cartoon child should get the prized object.
About 75 percent of 4- and 5-year-olds decided in favor of the owner, versus about 20 percent of adults.
A second experiment consisted of more than 100 kids, ages 3 to 7, and 30 adults. In this case, participants saw the same cartoon boy and girl but were told that the crayon belonged to the school that the two imaginary children attended.
Nearly everyone, regardless of age, said that the user should keep the crayon for as long as needed in this situation. In other words, kids distinguished between people using an owned or a nonowned object.
In a final experiment that presented two cartoon adults, one using a cell phone that the other owned, most 4-year-olds but only a minority of adults declared that the device should be returned to its owner even before the borrower had a chance to use it. Children showed some flexibility in allowing borrowers to keep the phone — say, if it was needed for an emergency — but adults adjusted their opinions more readily to such circumstances.
It’s hard to know how children reasoned about experimental ownership scenarios, remarked psychologist Dan Ariely of Duke University. Perhaps preschoolers thought that, relative to the boy using a crayon, the girl who owned that crayon liked it more or got more pleasure from using it, Ariely suggested.
That possibility hasn’t been studied. What’s clear is that learning apparently plays little role in early thinking about possessions, Friedman asserted.
“A concept of ownership rights may be a product of the way we naturally think early in life,” he said.