Equal But Not Always Fair: Value-laden Sharing in Preschool-aged Children
Equal But Not Always Fair: Value-laden Sharing in Preschool-aged Children
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DOI：
10.1111/sode.12136
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发表时间：
2016-05-01
影响因子：
2
通讯作者：
Sobel, David M.
中科院分区：
文献类型：
--
作者：
Chernyak, Nadia;Sobel, David M.
先前的研究表明，学龄前儿童公平分配资源，并期望其他人也这样做。然而，大多数研究都集中在儿童如何在数量上进行分配。在这里，我们探讨学龄前儿童是否关注共享物品的价值。我们给四岁和五岁的孩子发了两个木偶和四个不同价值的贴纸，让他们分成两份。我们的中心问题是，孩子们是否会与他们喜欢的木偶分享更有价值的贴纸。在实验1-2中，通过使一种贴纸变得比其他贴纸更稀有来产生价值。在实验3-4中，价值是主观测量的(通过询问儿童S/他个人更喜欢哪种贴纸)。在所有实验中，孩子们进行了公平的数字分割，但根据价值表现出偏爱。这项工作支持幼儿在进行资源分配时协调数字和价值以显示公平和偏爱的假说。
Prior work has shown that preschoolers divide resources fairly and expect others to do the same. The majority of research, however, has focused on how children make distributions with respect to number. Here we explore whether preschoolers attend to the value of the objects being shared. We presented four-year-olds and five-year-olds with two puppets and four stickers of different values to split between them. Our central question was whether children would share more valuable stickers with their preferred puppets. In Experiments 1-2, value was induced by making one sticker rarer than the others. In Experiments 3-4, value was measured subjectively (by asking the child which sticker s/he personally preferred). Across all experiments, children made fair numerical splits, but showed favoritism according to value. This work supports the hypothesis that young children coordinate number and value to show both fairness and favoritism when making resource distributions.