>Although still analogous to “gambling” tasks used with older samples, the modified version uses varying level of prizes (e.g., poor prize = a single yellow

>Although still analogous to “gambling” tasks used with older samples, the modified version uses varying level of prizes (e.g., poor prize = a single yellow pencil; a great prize = a doll o r nerf toys) instead of the typical monetary incentives. That is, young children do not have a c lear conception of money and its relative quantities; however, at very young ages, children r eactive positively to prizes and gifts. Prior to the task, children were shown 3 boxes of toys: each box had increasingly appealing toys (e.g., least appealing box included standard pencils, and the most appealing box included toys such as dolls and nerf toys). Children were told that wh en they guessed the correct door, they would see a green up arrow, and if they guessed the wrong door, they would see a red arrow pointing down. The experimenter explained that the box of to ys the children could pick from depended on the total number points they earned by guessing doors with either green vs red arrows behind them. Children were told that green arrows were worth 10 pts and red arrows were only worth 5 pts and that the more points they received the better the box they could choose from. The experiment explained that the computer would ke ep track of the number of green and red arrows and their total number of points. Much more complex than what you're insinuating