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Cheating is harmful to others and society at large. Promises have been shown to increase honesty in children, but their effectiveness has not been compared between different cultural contexts. In a study (2019) with 7‐ to 12‐year‐olds (N = 406, 48% female, middle‐class), voluntary promises reduced cheating in Indian, but not in German children. Children in both contexts cheated, but cheating rates were lower in Germany than in India. In both contexts, cheating decreased with age in the (no‐promise) control condition and was unaffected by age in the promise condition. These findings suggest that there may exist a threshold beyond which cheating cannot be further reduced by promises. This opens new research avenues on how children navigate honesty and promise norms. [ABSTRACT FROM AUTHOR]

There has been extensive research into the development of selective trust in testimony, but little is known about the development of selective trust in promises. The present research investigates children's (N = 264) selective trust in others' promises to help. In Study 1, 6-year-olds selectively trusted speakers who had previously kept a promise. In Study 2, 5-year-olds displayed selective trust for speakers who had previously kept a prosocial promise (promise to help). In Study 3, 5-year-olds trusted a speaker, who kept a prosocial promise, over a helper. These data suggest that from the age of 5 children show selective trust in others' promises using prosociality, promise keeping, or both to inform their judgments. [ABSTRACT FROM AUTHOR]

Interactions with peers are fundamental to socio‐cognitive development, but assessing peer interactions in standardized experiments is challenging. Therefore, researchers commonly utilize puppetry to simulate peers. This Registered Report investigated urban German children's (AgeRange = 3.5–4.5 years; N = 144; 76♀) mind ascriptions and social cognition to test whether they treat puppets like peers, adults, or neither. Children attributed less mind properties to puppets than peers or adults. However, children's social cognition (i.e., normativity, prosociality, and theory of mind) varied little across partners. Puppetry relies on children's ability for pretense, but can provide valid insights into socio‐cognitive development. Implications for using puppets as stand‐ins for peers in developmental research are discussed. [ABSTRACT FROM AUTHOR]

Western preschool children often assign ownership based on first possession and some theorists have proposed that this judgment might be an early emerging, innate bias. Five- to 9-year-olds (n = 112) from a small-scale group in Kenya (Kikuyu) watched videotaped interactions of two women passing an object. The object's starting position and the women's gestures were varied. Use of the first possession heuristic increased with age, and 8- to 9-year-olds performed similarly to German 5-year-olds (n = 24). Starting position and gestures had no effect. A control study confirmed that 5-year-old Kikuyus (n = 20) understood the video material. The findings reveal that the first possession heuristic follows different developmental trajectories cross-culturally and stress the role of children's sociocultural environment. [ABSTRACT FROM AUTHOR]