When do kids start to care about other people's opinions?
-
0:00 - 0:02I'd like you to take a moment
-
0:02 - 0:05and consider what
you are wearing right now. -
0:06 - 0:09I have a deep, philosophical
question for you. -
0:09 - 0:12Why are we not all wearing
comfortable pajamas right now? -
0:12 - 0:13(Laughter)
-
0:13 - 0:15Well, I'm a psychologist
and not a mind reader, -
0:15 - 0:18although many people think
that's the same thing. -
0:18 - 0:22I can bet you that your response
is somewhere along the lines of, -
0:22 - 0:24"I'm expected to not wear pj's in public"
-
0:24 - 0:27or "I don't want people
to think I am a slob." -
0:28 - 0:32Either way, the fact that we all
chose to wear business casual clothing, -
0:32 - 0:34as opposed to our favorite
pair of sweatpants, -
0:34 - 0:36is not a silly coincidence.
-
0:36 - 0:40Instead, it reveals two
defining human characteristics. -
0:41 - 0:44The first is that we are cognizant
of what other people value, -
0:44 - 0:47like what they will approve
or disapprove of, -
0:47 - 0:50such as not wearing pj's
to these sorts of settings. -
0:50 - 0:54And two, we've readily used
this information to guide our behavior. -
0:55 - 0:57Unlike many other species,
-
0:57 - 1:01humans are prone to tailor their behavior
in the presence of others -
1:01 - 1:02to garner approval.
-
1:03 - 1:05We spend valuable time putting on make up,
-
1:05 - 1:08choosing the right picture
and Instagram filter, -
1:08 - 1:11and composing ideas
that will undoubtedly change the world -
1:11 - 1:13in 140 characters or less.
-
1:14 - 1:17Clearly, our concern
with how other people will evaluate us -
1:17 - 1:19is a big part of being human.
-
1:20 - 1:22Despite this being
a big human trait, however, -
1:22 - 1:25we know relatively little
about when and how -
1:25 - 1:27we come to care
about the opinion of others. -
1:28 - 1:31Now, this is a big question
that requires many studies. -
1:31 - 1:34But the first step
to uncovering this question -
1:34 - 1:36is to investigate when in development
-
1:36 - 1:39we become sensitive
to others' evaluations. -
1:39 - 1:42I have spent the past four years
at Emory University -
1:42 - 1:44investigating how an infant,
-
1:44 - 1:49who has no problem walking
around the grocery store in her onesie, -
1:49 - 1:51develops into an adult
that fears public speaking -
1:51 - 1:54for fear of being negatively judged.
-
1:54 - 1:56(Laughter)
-
1:56 - 1:58Now, this is usually a point
when people ask me, -
1:58 - 2:01"How do you investigate
this question, exactly? -
2:01 - 2:03Infants can't talk, right?"
-
2:04 - 2:06Well, if my husband
were up here right now, -
2:06 - 2:08he would tell you that I interview babies,
-
2:08 - 2:13because he would rather not say
that his wife experiments on children. -
2:13 - 2:15(Laughter)
-
2:15 - 2:19In reality, I design
experiments for children, -
2:19 - 2:21usually in the form of games.
-
2:21 - 2:24Developmental psychologist
Dr. Philippe Rochat and I -
2:24 - 2:27designed a "game" called "The Robot Task"
-
2:27 - 2:30to explore when children
would begin to be sensitive -
2:30 - 2:32to the evaluation of others.
-
2:32 - 2:37Specifically, the robot task
captures when children, like adults, -
2:37 - 2:40strategically modify their behavior
when others are watching. -
2:41 - 2:44To do this, we showed
14 to 24-month-old infants -
2:44 - 2:46how to activate a toy robot,
-
2:46 - 2:49and importantly, we either
assigned a positive value, -
2:49 - 2:51saying "Wow, isn't that great!"
-
2:51 - 2:54or a negative value, saying,
"Oh, oh. Oops, oh no," -
2:54 - 2:56after pressing the remote.
-
2:56 - 2:58Following this toy demonstration,
-
2:58 - 3:00we invited the infants
to play with the remote, -
3:00 - 3:02and then either watched them
-
3:02 - 3:05or turned around and pretended
to read a magazine. -
3:05 - 3:08The idea was that if by 24 months,
-
3:08 - 3:11children are indeed sensitive
to the evaluation of others, -
3:11 - 3:14then their button-pressing behavior
should be influenced -
3:14 - 3:16not only by whether or not
they're being watched -
3:16 - 3:19but also by the values
that the experimenter expressed -
3:19 - 3:20towards pressing the remote.
-
3:21 - 3:22So for example,
-
3:22 - 3:26we would expect children to play with
the positive remote significantly more -
3:26 - 3:27if they were being observed
-
3:27 - 3:30but then choose to explore
the negative remote -
3:30 - 3:31once no one was watching.
-
3:32 - 3:35To really capture this phenomenon,
we did three variations of the study. -
3:36 - 3:39Study one explored how infants
would engage with a novel toy -
3:39 - 3:42if there were no values
or instructions provided. -
3:42 - 3:45So we simply showed infants
how to activate the toy robot, -
3:45 - 3:46but didn't assign any values,
-
3:46 - 3:49and we also didn't tell them
that they could play with the remote, -
3:49 - 3:52providing them with a really
ambiguous situation. -
3:52 - 3:53In study two,
-
3:53 - 3:58we incorporated the two values,
a positive and a negative. -
3:59 - 4:02And in the last study,
we had two experimenters and one remote. -
4:02 - 4:06One experimenter expressed a negative
value towards pressing the remote, -
4:06 - 4:07saying, "Yuck, the toy moved,"
-
4:07 - 4:10while the other experimenter
expressed a positive value, saying, -
4:10 - 4:12"Yay, the toy moved."
-
4:12 - 4:15And this is how the children reacted
to these three different scenarios. -
4:15 - 4:18So in study one, the ambiguous situation,
-
4:18 - 4:21I'm currently watching the child.
-
4:21 - 4:24She doesn't seem to be too interested
in pressing the remote. -
4:25 - 4:26Once I turned around --
-
4:27 - 4:29now she's ready to play.
-
4:29 - 4:30(Laughter)
-
4:32 - 4:34Currently, I'm not watching the child.
-
4:34 - 4:35She's really focused.
-
4:35 - 4:36I turn around.
-
4:38 - 4:39(Laughter)
-
4:39 - 4:41She wasn't doing anything, right?
-
4:44 - 4:45In study two, it's the two remotes,
-
4:45 - 4:48one with the positive
and one with the negative value. -
4:48 - 4:50I'm currently observing the child.
-
4:50 - 4:52And the orange remote
is a negative remote. -
4:53 - 4:56She's just looking around,
looking at me, hanging out. -
4:56 - 4:58Then I turn around ...
-
5:00 - 5:01(Laughter)
-
5:03 - 5:05That's what she's going for.
-
5:08 - 5:09I'm not watching the child.
-
5:09 - 5:12He wants the mom to play with it, right?
-
5:12 - 5:13Take a safer route.
-
5:14 - 5:15I turn around ...
-
5:16 - 5:18(Laughter)
-
5:18 - 5:20He wasn't doing anything, either.
-
5:24 - 5:26Yeah, he feels awkward.
-
5:26 - 5:27(Laughter)
-
5:27 - 5:29Everyone knows
that side-eyed glance, right? -
5:30 - 5:32Study three, the two
experimenters, one remote. -
5:32 - 5:36The experimenter that reacted negatively
towards pressing the remote -
5:36 - 5:37is watching the child right now.
-
5:37 - 5:41She feels a little awkward,
doesn't know what to do, relying on Mom. -
5:44 - 5:47And then, she's going to turn around
-
5:47 - 5:50so that the experimenter that expressed
a positive response is watching. -
5:52 - 5:54Coast is clear -- now she's ready to play.
-
5:54 - 5:55(Laughter)
-
5:55 - 5:57So, as the data suggests,
-
5:57 - 6:00we found that children's
button-pressing behavior -
6:00 - 6:05was indeed influenced by the values
and the instructions of the experimenter. -
6:05 - 6:07Because in study one,
children did not know -
6:07 - 6:10what would be positively
or negatively evaluated, -
6:10 - 6:12they tended to take the safest route
-
6:12 - 6:15and wait until I turned my back
to press the remote. -
6:15 - 6:16Children in study two
-
6:16 - 6:20chose to press the positive remote
significantly more when I was watching, -
6:20 - 6:22but then once I turned my back,
-
6:22 - 6:25they immediately took the negative remote
and started playing with it. -
6:25 - 6:27Importantly, in a control study,
-
6:27 - 6:30where we removed
the different values of the remotes -- -
6:30 - 6:33so we simply said, "Oh, wow"
after pressing either of the remotes -- -
6:33 - 6:37children's button-pressing behavior
no longer differed across conditions, -
6:37 - 6:40suggesting that it was really
the values that we gave the two remotes -
6:40 - 6:43that drove the behavior
in the previous study. -
6:43 - 6:44Last but not least,
-
6:44 - 6:48children in study three chose to press
a remote significantly more -
6:48 - 6:52when the experimenter that expressed
a positive value was watching, -
6:52 - 6:55as opposed to the experimenter
that had expressed a negative value. -
6:56 - 6:57Not coincidentally,
-
6:57 - 7:00it is also around this age
that children begin to show embarrassment -
7:01 - 7:04in situations that might elicit
a negative evaluation, -
7:04 - 7:06such as looking
at themselves in the mirror -
7:06 - 7:07and noticing a mark on their nose.
-
7:07 - 7:10The equivalent of finding spinach
in your teeth, for adults. -
7:10 - 7:11(Laughter)
-
7:11 - 7:14So what can we say,
based on these findings? -
7:14 - 7:18Besides the fact that babies
are actually really, really sneaky. -
7:18 - 7:19(Laughter)
-
7:19 - 7:22From very early on, children, like adults,
-
7:22 - 7:26are sensitive to the values
that we place on objects and behaviors. -
7:26 - 7:30And importantly, they use these values
to guide their behavior. -
7:30 - 7:32Whether we're aware of it or not,
-
7:32 - 7:35we're constantly communicating values
to those around us. -
7:36 - 7:39Now, I don't mean values like
"be kind" or "don't steal," -
7:39 - 7:41although those are certainly values.
-
7:41 - 7:45I mean that we are constantly
showing others, specifically our children, -
7:45 - 7:49what is likeable, valuable
and praiseworthy, and what is not. -
7:49 - 7:50And a lot of the times,
-
7:51 - 7:53we actually do this
without even noticing it. -
7:54 - 7:57Psychologists study behavior
to explore the contents of the mind, -
7:57 - 8:00because our behavior
often reflects our beliefs, -
8:00 - 8:03our values and our desires.
-
8:03 - 8:06Here in Atlanta,
we all believe the same thing. -
8:07 - 8:09That Coke is better than Pepsi.
-
8:09 - 8:11(Applause)
-
8:11 - 8:15Now, this might have to do with the fact
that Coke was invented in Atlanta. -
8:15 - 8:16But regardless,
-
8:17 - 8:21this belief is expressed in the fact
that most people will chose to drink Coke. -
8:21 - 8:23In the same way,
-
8:23 - 8:25we are communicating a value
-
8:25 - 8:26when we mostly complement girls
-
8:26 - 8:29for their pretty hair
or their pretty dress, -
8:29 - 8:31but boys, for their intelligence.
-
8:31 - 8:35Or when we chose to offer candy,
as opposed to nutritious food, -
8:35 - 8:37as a reward for good behavior.
-
8:37 - 8:40Adults and children
are incredibly effective -
8:40 - 8:43at picking up values
from these subtle behaviors. -
8:43 - 8:47And in turn, this ends up
shaping their own behavior. -
8:47 - 8:49The research I have shared with you today
-
8:49 - 8:53suggests that this ability
emerges very early in development, -
8:53 - 8:55before we can even utter
a complete sentence -
8:55 - 8:57or are even potty-trained.
-
8:57 - 9:00And it becomes an integral part
of who we grow up to be. -
9:01 - 9:02So before I go,
-
9:03 - 9:05I'd like to invite you
to contemplate on the values -
9:05 - 9:08that we broadcast
in day-to-day interactions, -
9:08 - 9:12and how these values might be shaping
the behavior of those around you. -
9:12 - 9:15For example, what value
is being broadcasted -
9:15 - 9:18when we spend more time
smiling at our phone -
9:18 - 9:20than smiling with other people?
-
9:21 - 9:25Likewise, consider how your own behavior
has been shaped by those around you, -
9:25 - 9:27in ways you might not
have considered before. -
9:28 - 9:30To go back to our simple illustration,
-
9:30 - 9:32do you really prefer Coke over Pepsi?
-
9:32 - 9:36Or was this preference simply driven
by what others around you valued? -
9:36 - 9:39Parents and teachers
certainly have the privilege -
9:39 - 9:41to shape children's behavior.
-
9:42 - 9:44But it is important to remember
-
9:44 - 9:48that through the values we convey
in simple day-to-day interactions, -
9:48 - 9:52we all have the power to shape
the behavior of those around us. -
9:52 - 9:54Thank you.
-
9:54 - 9:58(Applause)
- Title:
- When do kids start to care about other people's opinions?
- Speaker:
- Sara Botto
- Description:
-
Drawing on her research into early childhood development, psychologist Sara Valencia Botto investigates when (and how) children begin to change their behaviors in the presence of others -- and explores what it means for the values we communicate in daily interactions. (Watch for cute footage of sneaky toddlers.)
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 10:11
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Krystian Aparta edited English subtitles for When do kids start to care about other people's opinions? | ||
Krystian Aparta edited English subtitles for When do kids start to care about other people's opinions? | ||
Krystian Aparta edited English subtitles for When do kids start to care about other people's opinions? |