DEVELOPMENT OF EQUITY AND LOGICO-MATHEMATICAL THINKING
DEVELOPMENT OF EQUITY AND LOGICO-MATHEMATICAL THINKING
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DOI：
10.2307/1128743
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发表时间：
1978-01-01
影响因子：
4.6
通讯作者：
HOOK, J
中科院分区：
文献类型：
--
作者：
HOOK, J
关于儿童分配行为的文献，结果与公平理论的成比例形式不一致。儿童的分配似乎经历了与年龄有关的阶段，从与相对工作无关的分配（3 - 6年）到分配，从工作中保留等级到奖励（6-12岁）到工作和工作和分配的分配奖励是按比例分配的（12年后）。儿童[5、9和13岁]确实比另一个孩子和他们之间的奖励相等，等于或不如其他孩子。他们还解决了类似于股权分配问题的比例的数学问题。这三个年龄组在质量上显示出不同的分配，与上述序列一致。讨论了分配模式与数学行为模式之间的关联。
Literature on allocation behaviors of children yielded results inconsistent with equity theory in its proportional form. Children''s allocations seem to go through age-related stages, from allocations not related to relative work (3-6 yr) to allocations in which rank is preserved from work to reward (6-12 yr) to allocations in which work and reward are allocated proportionally (after 12 yr). Children [5, 9 and 13 yr old] did work superior to, equal to, or inferior to another child and allocated reward between them. They also solved mathematical problems of proportion analogous to the equity allocation problem. The 3 age groups showed qualitatively different allocations, consistent with the above sequence. An association between the patterns of allocation and mathematical behaviors was discussed.