Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of 
commitment

Vasil, Jared; Provençal, Maya; Tomasello, Michael

doi:10.1016/j.cogdev.2024.101511

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Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment

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Tomasello, Michael
Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

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Citation

Vasil, J., Provençal, M., & Tomasello, M. (2024). Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment. Cognitive Development, 72: 101511. doi:10.1016/j.cogdev.2024.101511.

Cite as: https://hdl.handle.net/21.11116/0000-0010-01A3-4

Abstract

Committed partners feel normatively bound to one another. This normative pressure causes partners not to abandon one another for attractive alternatives. Research suggests that this sense of commitment emerges at around 3 years of age. This study investigated effects of partner number and linguistic “we”-framing on 2- and 3-year-olds’ commitment (N = 48 per age group). One or three puppet partners framed a boring game as something either “we” or “you” are doing. As participants played with their partner(s), a fun, alternative game appeared. Two-year-olds remained longer with partner(s) before abandoning them following “we”-framing compared to “you”-framing, particularly when committed to a group of partners. There were no reliable effects on 3-year-olds, who readily abandoned their partner(s). This is the first report of a manipulation that reliably influences 2-year-olds’ sense of commitment. These results may suggest a not-fully-normative, partner-based sense of responsibility in 2-year-olds, though additional research is warranted. © 2024 Elsevier Inc.