A Research Agenda for Economic Psychology
Show Less

A Research Agenda for Economic Psychology

Edited by Katharina Gangl and Erich Kirchler

This book presents state of the art reviews on classical and novel research fields in economic psychology. Internationally acknowledged experts and the next generation of younger researchers summarize the knowledge in their fields and outline promising avenues of future research. Chapters include fundamental as well as applied research topics such as the psychology of money, experience-based product design and the enhancement of financial capabilities. The book is targeted particularly towards researchers and advanced students looking to update their knowledge and refresh their thinking on future research developments.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 2: Lay people’s and children’s theories of money

Agata Gasiorowska


Economics typically defines money in terms of a universal economic force that allows people to fulfil needs and purchase goods. In other words, money is perceived as nothing more than a means of exchange. Psychological science, on the other hand, shows that the lay person’s view of money is often far removed from economic assumptions. Money may be an end in itself, influencing the world of social relations as well as intrapersonal regulations. This chapter provides insight into our understanding of the psychology of money, by summarizing the current state of the literature on money and arguing that lay theories concerning its economic (instrumental) and psychological (symbolic) meaning go far beyond understanding money as a fungible, universal, economic force that simply allows people to purchase goods. It describes how lay people assign value to money, what the factors are that might affect these subjective valuations and how these processes are different from assumptions underlying economic models of money. It reviews studies of the symbolic, non-economic functions of money and provides insight into different methods of research, including non-conscious money priming and psychometric measurement of attitudes towards money. It presents classic and recent approaches to how children understand the instrumental and symbolic nature of money, and proposes that the former is based on cognitive development while the latter is associated with social learning. Finally, it offers several potential new directions for research in the field of the psychology of money and indicates some practical implications of the findings presented.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.