Whose promises are worth more? How social status affects trust in promises

Promises are among the most widely used tools for increasing trust in social hierarchies; yet the effect of social status on trust in promises is unknown. Here we used a modified version of the Trust Game, in which participants, acting as Investors, were paired with Trustees of varying social status who were given the opportunity to promise (or not) to return at least half of the multiplied amount (i.e., 4 × the amount invested). No return feedback was provided. Participants invested more in partners who promised than those who did not or whose promise information was concealed. Importantly, in both lab-manipulated (Exps. 1–3: math-induced) and pre-existing (Exp. 4: university-based) hierarchies, participants invested more in promises given by high status than low status partners. Post-experiment measures suggest that this may be due to greater expectations of honesty for high status than low status others. Potential explanations and implications are discussed.     

Culture Marker Versus Authority Marker: How Do Language Attitudes Affect Political Trust?

Is public trust in government representatives (i.e., bureaucrats, police, public servants) affected by the language they use? The conventional theory holds that, in a multilingual society, people favor government representatives who speak the listeners' dialects because it indicates a shared cultural identity, that is, the “culture-marker” effect. This article offers an alternative mechanism in which people's attitudes can be affected by the government designating the official language as a marker of political authority. Listeners will then project their respect for the political authority to the government representatives who speak this marker language. This mechanism is named an “authority marker” effect. Using a set of adjusted matched-guise experiments in China, this study examines the culture-marker and authority-marker effects. The results support the authority-marker effect by showing that listeners have significantly more trust in the bureaucrats who speak the official language than in those who speak the dialects of the listeners. The study also finds that this is a unique effect for speakers when they represent the government. Without that political identity, listeners will still respond more positively to speakers of their own dialects.     

To the letter: Early readers trust print‐based over oral instructions to guide their actions

Children have many opportunities to learn from others through oral and written sources. Recent evidence suggests that early readers place more trust in written over oral testimony when learning names for unfamiliar objects. Across three studies, we examined whether the authority of print extends beyond mere naming to guide children's actions in the physical world. In Study 1, 3‐ to 6‐year‐olds received conflicting oral and print‐based advice from two puppets about how to operate a novel apparatus. Whereas pre‐readers were indiscriminate in their trust, early readers preferred to follow the print‐based advice. In Study 2, we replicated this finding, controlling for the amount of corroborating evidence presented by both sources, and the location of the print. In Study 3, we explored whether readers' preference for print‐based information was due to a global preference for external representations, or a more specific preference for text. Children were presented with conflicting instructions based on text versus a coloured circle. Whereas pre‐readers preferred to follow the colour circle, readers preferred to follow the text. Together, the results suggest that when children learn to read, they rapidly come to regard the written word as a particularly authoritative source of information about how to act in the world.     

Institutional rearing is associated with lower general life satisfaction in adulthood

We analyzed whether individuals reared in institutions differ in their general life satisfaction from people raised in their families. The data comprised of 19,210 German adults (51.5% female) aged from 17 to 101 years and were provided by the SOEP, an ongoing, nationally representative longitudinal study in Germany. Compared to people raised in families, individuals reared in institutions reported lower general life satisfaction in the manner of a dose response relationship controlling their parents’ education and occupational prestige. The association was moderated by participants’ age such that with increasing age the association between institutional rearing and lower general life satisfaction decreased. Further, the relationship was partly mediated by the individuals own education/socio-economic attainment in adulthood, physical health, and relationship status.     

Children's trust in unexpected oral versus printed suggestions: Limitations of the power of print

Children have a bias to trust spoken testimony, yet early readers have an even stronger bias to trust print. Here, we ask how enduring is the influence of printed testimony: Can the learning be applied to new scenarios? Using hybrid pictures more dominant in one animal species (e.g., squirrel) than another (e.g., rabbit), we examined 3–6‐year‐olds' (N = 130) acceptance of an unexpected, non‐dominant label suggested only orally or via print. Consistent with previous findings, early readers, but not pre‐readers, accepted printed labels more frequently than when spoken. Children were then presented with identical but unlabelled hybrid exemplars and frequently applied the non‐dominant labels to these. Despite early readers' prior greater acceptance of text, when oral suggestions were accepted they retained a greater influence. Findings highlight potential implications for educators regarding knowledge being applied to new scenarios: For early readers, unexpected information from text may be fragile, while a greater confidence might be placed in such information gained from spoken testimony.     

Revising the Communication Mediation Model for a New Political Communication Ecology

A long tradition of research focuses on conversation as a key catalyst for community integration and a focal mediator of media influence on participation. Changes in media systems, political environments, and electoral campaigning demand that these influences, and the communication mediation model, be revised to account for the growing convergence of media and conversation, heightened partisan polarization, and deepening social contentiousness in media politics. We propose a revised communication mediation model that continues to emphasize the centrality of face‐to‐face and online talk in democratic life, while considering how mediational and self‐reflective processes that encourage civic engagement and campaign participation might also erode institutional legitimacy, foster distrust and partisan divergence, disrupting democratic functioning as a consequence of a new communication ecology.     

Theory of mind selectively predicts preschoolers’ knowledge‐based selective word learning

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning.