A reexamination of developmental changes in causal attributions.

The current study examined young children's use of the presence or absence of extrinsic reward to make inferences about the intrinsic motivation of another person. Previous research indicates that most kindergartners do not use a discounting heuristic, but it was hypothesized that they may have misinterpreted the questions asked. Kindergarten, second, and fourth graders were presented stories about children who were rewarded or not rewarded for performing various activities Two forms of questioning about motivation were compared. When a traditional form was used, kindergartners did not show evidence of a discounting heuristic. When the questions were adjusted to ask more specifically about intrinsic motivation, children at all grade levels appeared to use a discounting heuristic. Results are discussed in terms of the parameters of the attributional effects, the possible mechanisms responsible for the phenomena, and the significance of the findings for other developmental research using self-report techniques.