Preschoolers Reduce Inequality While Favoring Individuals With More
Preschoolers Reduce Inequality While Favoring Individuals With More
复制标题
DOI：
10.1111/cdev.12198
复制
发表时间：
2014-05-01
影响因子：
4.6
通讯作者：
Olson, Kristina R.
中科院分区：
文献类型：
--
作者：
Li, Vivian;Spitzer, Brian;Olson, Kristina R.
不平等无处不在，但人们对儿童如何应对受不平等影响的人知之甚少。这篇文章探讨了两种反应--最小化不平等和偏袒那些被不平等所困扰的人。在研究1a（N = 37）和1b（N = 38）中，4岁和5岁的儿童将资源分配给弱势接受者，但对弱势接受者的判断更为积极。在“研究2”（N = 38）和“研究3”（N = 74）中，在看到不平等和分配资源或陈述偏好之间发生了延迟，在此期间，参与者忘记了谁最初更容易被忽视。然后，儿童在偏好和资源分配措施上倾向于接受者，这表明一种内隐的“情感标签”机制驱动了倾向于接受者的倾向。相比之下，通过资源分配减少不平等似乎需要明确的推理。
Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses-minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4- and 5-year-olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 'Study 2' (N = 38) and 'Study 3' (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit "affective tagging" mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.