Developmental changes and individual differences in sensitivity to fairness in in

描述(由申请人提供)：认识社会和道德规范，并用它们来指导行为的能力，是社会凝聚力与和谐的基础。指导成人和儿童的行动和对事件的评价的一个突出准则是基于“平等原则”的公平分配货物的准则：考虑到所有其他因素，货物应平均分配给接受者。这项实验的目的是测试一种新的发展模型，该模型关于婴儿期公平敏感性的发展，强调婴儿在分享游戏的背景下与照顾者的互动，作为婴儿获得平等规范的年龄相关变化和个体差异的根源。这项研究有三个具体目标，1)描述婴儿迅速获得平等规范的发展起源和发展轨迹，2)调查分享经验的婴儿对不平等反应的因果作用，3)调查婴儿对不平等反应的性质，更具体地说，这种反应是否以及何时成为道德直觉。在资源分配任务的背景下，我们检验了3个关于婴儿对公平的发展敏感性的中心假设。第一个假设是，婴儿在6到9个月大的时候发现不平等的能力发生了发展变化，这与分享经验的开始是一致的。第二个假设是，婴儿不平等反应的个体差异源于父母倾向性移情的个体差异，这种差异影响了父母在婴儿与照顾者互动中强调平等和互惠原则的方式。第三个假设是，随着时间的推移，婴儿的不平等反应逐渐开始包含更成熟的道德判断的各种情感和认知成分。在10个实验中，6到24个月大的婴儿同时参与了内隐任务(基于观看时间和瞳孔扩大)和外显任务(基于婴儿的公开社交行为)，以调查发育变化和个体对不平等反应的差异。拟议中的实验在概念上是创新的，因为它们1)测试了一个关于婴儿迅速增长的公平担忧的新理论模型，该模型强调了父母态度和日常经验在早期社会认知中的作用，2)寻求建立标准来调查婴儿时期道德判断的起源，以及3)调查早期社会认知中个体差异的根源。这项拟议的工作在方法上也是创新的，因为它引入了3项新的实验任务和一项新的从属测量(瞳孔扩大)来研究婴儿获得社会道德规范的情况；这些方法的引入将通过增加发育科学家可用的工具和技术武器，对该领域或早期知觉和认知发展产生广泛的影响。最后，拟议的工作可能对自闭症等以社会缺陷为特征的发育障碍的诊断和补救具有重要意义，包括承认和理解社会规范。

DESCRIPTION (provided by applicant): The ability to recognize social and moral norms, and use them to guide behavior, is fundamental to social cohesion and harmony. One prominent norm that guides adults' and children's actions and evaluations of events is the norm of a fair distribution of goods based on the "principle of equality": that, all other things considered, good should be divided equally to recipients. The goal of the proposed experiments is to test a new developmental model regarding the development of fairness sensitivity within infancy, that stresses infants' interactions with caregivers in the context of sharing games as the source of age-related changes and individual differences in infants' acquisition of equality norms. The proposed research has 3 specific aims, 1) to characterize the development origins and trajectory of infants' burgeoning acquisition of equality norms, 2) to investigate the causal role f sharing experience infants' responses to inequality, 3) to investigate the nature of infants' responses to inequality, and, more specifically, whether and when such responses become moral intuitions. We test 3 central hypotheses regarding infants' developing sensitivity to fairness in the context of resource distribution tasks. The first hypothesis is that developmental changes occur between 6 and 9 months of age in infants' ability to detect inequality, coincident with the onset of sharing experience. The second hypothesis is that individual differences in infants' inequality responses arise from individual differences in parental dispositional empathy that influence the ways in which parents emphasize principles of equality and reciprocity in infant-caregiver interactions. The third hypothesis is that infants' inequality responses incrementally, and over time, begin to encompass various affective and cognitive components of more mature moral judgments. Across 10 experiments 6 to 24-month-old infants take part in both implicit tasks (based on looking times and pupil dilation) and explicit tasks (based on infants' overt social behavior) to investigate developmental changes and individual differences in responses to inequality. The proposed experiments are conceptually innovative because they 1) test a novel theoretical model with respect to infants' burgeoning fairness concerns that stresses the role of both parental attitudes and everyday experience in early social cognition, 2) seek to establish criteria for investigating the origins of moral judgment in infancy, and 3) investigate the origins of individual differences in early social cognition. The proposed work is also methodologically innovative as it introduces 3 novel experimental tasks and a novel dependent measure (pupil dilation) to study infants' acquisition of socio-moral norms; the introduction of these methods will have broad- ranging effects on the field or early perceptual and cognitive development by increasing the armory of tools and techniques available to developmental scientists. Finally, the proposed work may have import in the diagnosis and remediation of developmental disorders, such as autism, that are characterized by social deficits, including a recognition and understanding of social norms.