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Children's Understanding of Habitual Behaviour

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Title: Children's Understanding of Habitual Behaviour
Language: English
Authors: Goldwater, Micah B. (ORCID 0000-0001-8052-9497), Gershman, Samuel J., Moul, Caroline, Ludowici, Charles, Burton, Amy, Killer, Brittany, Kuhnert, Rebecca-Lee, Ridgway, Kate
Source: Developmental Science. Sep 2020 23(5).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Theory of Mind, Habit Formation, Goal Orientation, Expectation
DOI: 10.1111/desc.12951
ISSN: 1467-7687
Abstract: Research into the development of Theory of Mind (ToM) has shown how children from a very early age infer other people's goals. However, human behaviour is sometimes driven not by plans to achieve goals, but by habits, which are formed over long periods of reinforcement. Habitual and goal-directed behaviours are often aligned with one another but can diverge when the optimal behavioural policy changes without being directly reinforced (thus specifically hobbling the habitual learning strategy). Unlike the flexibility of goal-directed behaviour, rigid habits can cause agents to persist in behaviour that is no longer adaptive. In the current study, all children predict agents will tend to behave consistently with their goals, but between the ages of 5 and 10, children showed an increasing understanding of how habits can cause agents to persistently take suboptimal actions. These findings stand out from the typical way the development of social reasoning is examined, which instead focuses on children's increasing appreciation of how others' beliefs or expectations affect how they will act in service of their goals. The current findings show that children also learn that under certain circumstances, people's actions are suboptimal despite potentially 'knowing better.'
Abstractor: As Provided
Notes: https://osf.io/t3qgx
Entry Date: 2020
Accession Number: EJ1263699
Database: ERIC
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  Data: Children's Understanding of Habitual Behaviour
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  Data: <searchLink fieldCode="AR" term="%22Goldwater%2C+Micah+B%2E%22">Goldwater, Micah B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8052-9497">0000-0001-8052-9497</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gershman%2C+Samuel+J%2E%22">Gershman, Samuel J.</searchLink><br /><searchLink fieldCode="AR" term="%22Moul%2C+Caroline%22">Moul, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22Ludowici%2C+Charles%22">Ludowici, Charles</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Amy%22">Burton, Amy</searchLink><br /><searchLink fieldCode="AR" term="%22Killer%2C+Brittany%22">Killer, Brittany</searchLink><br /><searchLink fieldCode="AR" term="%22Kuhnert%2C+Rebecca-Lee%22">Kuhnert, Rebecca-Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Ridgway%2C+Kate%22">Ridgway, Kate</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/desc.12951
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  Data: 1467-7687
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  Label: Abstract
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  Data: Research into the development of Theory of Mind (ToM) has shown how children from a very early age infer other people's goals. However, human behaviour is sometimes driven not by plans to achieve goals, but by habits, which are formed over long periods of reinforcement. Habitual and goal-directed behaviours are often aligned with one another but can diverge when the optimal behavioural policy changes without being directly reinforced (thus specifically hobbling the habitual learning strategy). Unlike the flexibility of goal-directed behaviour, rigid habits can cause agents to persist in behaviour that is no longer adaptive. In the current study, all children predict agents will tend to behave consistently with their goals, but between the ages of 5 and 10, children showed an increasing understanding of how habits can cause agents to persistently take suboptimal actions. These findings stand out from the typical way the development of social reasoning is examined, which instead focuses on children's increasing appreciation of how others' beliefs or expectations affect how they will act in service of their goals. The current findings show that children also learn that under certain circumstances, people's actions are suboptimal despite potentially 'knowing better.'
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        Type: general
      – SubjectFull: Theory of Mind
        Type: general
      – SubjectFull: Habit Formation
        Type: general
      – SubjectFull: Goal Orientation
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      – SubjectFull: Expectation
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