Decomposing decision-making in preschoolers: Making decisions under ambiguity versus risk

Nancy Garon, Ellen Doucet and Bronwyn Inness

PLOS ONE, 2024, vol. 19, issue 9, 1-31

Abstract: Decision-making in the real world involves multiple abilities. The main goal of the current study was to examine the abilities underlying the Preschool Gambling task (PGT), a preschool variant of the Iowa Gambling task (IGT), in the context of an integrative decision-making framework. Preschoolers (n = 144) were given the PGT along with four novel decision-making tasks assessing either decision-making under ambiguity or decision-making under risk. Results indicated that the ability to learn from feedback, to maintain a stable preference, and to integrate losses and gains contributed to the variance in decision-making on the PGT. Furthermore, children’s awareness level on the PGT contributed additional variance, suggesting both implicit and explicit processes are involved. The results partially support the integrative decision-making framework and suggest that multiple abilities contribute to individual differences in decision-making on the PGT.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0311295

DOI: 10.1371/journal.pone.0311295

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