EQUITY THEORY AND THE COGNITIVE-ABILITY OF CHILDREN
EQUITY THEORY AND THE COGNITIVE-ABILITY OF CHILDREN
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DOI：
10.1037/0033-2909.86.3.429
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发表时间：
1979-01-01
影响因子：
22.4
通讯作者：
COOK, TD
中科院分区：
文献类型：
--
作者：
HOOK, JG;COOK, TD
许多研究表明，青春期前的人会把更多的奖励分配给那些工作做得更多的人。亚当斯的S公平理论最常被用来解释这一发现。公平理论的一个假设是，人们计算比率，并比较它们的相称性。对逻辑-数学发展的研究表明，儿童在11-15岁之前不会解决比例问题。公平理论可能不能很好地解释儿童在公平实验中如何分配奖励。儿童S的分配行为确实随着年龄的增长而变化，从6岁以下儿童可能的自利或平等分配，到6-12岁儿童的描述性顺序公平分配，再到13岁及以上儿童可能的比例分配。这一顺序与逻辑数学发展的正常顺序是一致的。观察到的分配行为可能是认知能力和被操纵的情境变量的函数。
A number of studies indicate that preadolescents allocate more rewards to those who have done more work. Adams''s equity theory is most often used to explain this finding. One assumption of equity theory is that persons compute ratios and compare them for proportionality. Research on logico-mathematical development indicates that children do not solve problems of proportionality until they are 11-15 yr old. Equity theory may not be an adequate explanation of how children allocate rewards in experiments on equity. Children''s allocation behaviors do change with age from the possibly self-interested or equal allocations of children under 6 yr, to the descriptive ordinal equity allocatios of 6-12 yr olds, to the possibly proportional allocations of persons 13 yr and older. This sequence is consistent with the normal sequence of logico-mathematical development. Observed allocation behaviors may be a function of cognitive ability and manipulated situation variables.