"Developmental changes and individual differences in sensitivity to fairness"

描述（由申请人提供）：识别社会和道德规范的能力，并用它们来指导行为，是社会凝聚力和和谐的基础。指导成人和儿童的行动和对事件的评价的一个突出规范是基于“平等原则”的公平分配商品的规范：即，考虑到所有其他因素，商品应该平均分配给接受者。拟议的实验的目标是测试一个新的发展模式，公平的敏感性在婴儿期内的发展，强调婴儿的互动与照顾者的背景下，分享游戏的来源与年龄相关的变化和个体差异，在婴儿的收购平等规范。本研究有三个具体的目的：1）描述婴儿迅速获得平等规范的发展起源和轨迹; 2）探讨分享经验对婴儿不平等反应的因果作用; 3）探讨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。我们测试了3个核心假设，关于婴儿的发展敏感性，公平的资源分配任务的背景下。第一个假设是，婴儿在6至9个月大时发现不平等的能力发生了发展变化，与分享经验的开始一致。第二个假设是，婴儿的不平等反应的个体差异来自父母的性格移情的个体差异，影响父母在婴儿照顾者互动中强调平等和互惠原则的方式。第三个假设是，婴儿的不平等反应随着时间的推移逐渐增加，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至24个月大的婴儿参加了内隐任务（基于注视时间和瞳孔扩张）和外显任务（基于婴儿的公开社会行为），以调查发展变化和对不平等反应的个体差异。所提出的实验在概念上是创新的，因为它们1）测试了一种新的理论模型，该模型强调了父母的态度和日常经验在早期社会认知中的作用，2）试图建立调查婴儿期道德判断起源的标准，3）调查早期社会认知中个体差异的起源。拟议的工作在方法上也是创新的，因为它引入了3个新的实验任务和一个新的依赖性测量（瞳孔放大）来研究婴儿对社会道德规范的习得;这些方法的引入将通过增加发展科学家可用的工具和技术的军械库，对该领域或早期知觉和认知发展产生广泛的影响。最后，拟议的工作可能在诊断和治疗自闭症等发育障碍方面具有重要意义，这些障碍的特征是社会缺陷，包括对社会规范的认识和理解。

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.