Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects without such histories. On a 10‐point scale, Study 2 found (large effects) that children rated digital objects with positive social histories as more special than objects with negative ones. Overall, the studies found that children's tendencies to use object history to understand object value extends into digital contexts. They also reveal how an unexplored kind of history—social history—affects judgments.

中文翻译：

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她和她的朋友一起做到了：社会对象历史如何影响儿童对数字对象价值的思考

两项研究探讨了协作经历中的社会对象历史如何影响北美儿童（氮= 160, 5–10 年）思考数字对象的价值（48% 男性/51% 女性；51% 白人/24% 黑人/11% 亚洲人）。通过强制选择判断，研究 1 发现（中等至较大效应），儿童认为具有社会历史的数字和物理对象比没有此类历史的对象更特别。在 10 分制中，研究 2 发现（大效应）儿童认为具有积极社会历史的数字对象比具有消极社会历史的数字对象更特别。总体而言，研究发现，儿童使用物体历史来理解物体价值的倾向延伸到了数字环境中。它们还揭示了一种未被探索的历史——社会历史——如何影响判断。