Effort or outcome? Children’s meritorious decisions

Noh, Jee Young; D’Esterre, Alexander P.; Killen, Melanie

doi:10.1016/j.jecp.2018.09.005

Cited by 28 publications

(31 citation statements)

References 35 publications

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“…First, both candy and toys are luxury resources. If participants had to distribute a necessary resource, they might have considered the need criterion more often because more serious consequences would have been involved (Essler et al., 2020; Noh, 2020; Noh et al., 2019; Rizzo et al., 2016). A similar consideration concerns the operationalization of need in terms of emotional rather than material needs (Chernyak & Kushnir, 2013; Malti et al., 2016).…”

Section: Discussionmentioning

confidence: 99%

Need, effort, or integration? The development of intuitive distributive justice decisions in children, adolescents, and adults

Kienbaum

Mairhofer

2021

Social Development

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This study examined the criteria children, adolescents, and adults intuitively apply when they distribute a resource between two protagonists who differ systematically in need and effort. Two main questions were investigated: (a) Do the allocation criteria (equality, need, effort, integration of need and effort) differ by age? (b) Do the allocation criteria of adolescents differ in accordance with whether they attend a vocational or an academic‐track school? A total of N = 481 participants took part in two experiments. In each, they had to make 18 decisions about how to allocate a resource fairly. The experiments differed in their operationalization of need (amount of sweets in Experiment 1 vs. number of toys in Experiment 2). In Experiment 1, allocation decisions made on the basis of need information alone occurred primarily in 7‐ and 9‐year‐olds and became less frequent in 12‐ and 16‐year‐olds and adults. Allocation decisions made on the basis of effort information alone were rare in children and occurred with increasing frequency in adolescents and adults. An integration of need and effort was the most common principle chosen from ages 9 to 16, followed by an orientation toward integration or effort alone in adults. Adolescents’ allocation patterns did not vary by the type of school they attended. In Experiment 2, only adolescents and adults participated. Their results largely replicated those of Experiment 1. The discussion addresses the impact of cognitive development and socialization processes for the development of distributive justice.

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Section: Discussionmentioning

confidence: 99%

Need, effort, or integration? The development of intuitive distributive justice decisions in children, adolescents, and adults

Kienbaum

Mairhofer

2021

Social Development

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“…Subsequently, new methods were developed that have made it easier to account for the recognition and practice of equality and merit at increasingly younger ages. This has allowed the comparison of findings across different age groups and the use of different measuring protocols: middle-childhood (Forsé et al, 2016;Jennings, 2019;Lutz, 1988;Noh, D'Esterre and Killen, 2019); comparisons between middle-childhood and early or late childhood (Fehr et al, 2008 and2013;House et al, 2013a and2013b;Kienbaum and Wilkening, 2009); preschool-age children in first-party tasks, in which the child can benefit directly from the distribution (Hamann et al, 2011 and2014;Ulber, Hamann and Tomasello, 2017;Warneken et al, 2010), or third-party tasks, in which the child participates as an impartial judge of a story (Baumard et al, 2012;Chernyak et al, 2016 andChevallier et al, 2015;Kenward and Dahl, 2011;Liénard et al, 2013). Finally, methodological innovations have even prompted the study of the prevalence of these preferences in the second year of life (Geraci and Surian, 2011;Schmidt and Sommerville, 2011;Sloane et al, 2012;Sommerville et al, 2013, Surian andFranchin, 2017).…”

Section: Introductionmentioning

confidence: 99%

Merit Is Not Meritorious Everywhere: Fairness in First and Third Party Tasks among Kogi Children

Cáceres

Viciana

2022

J. Cogn. Cult.

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Experimental research has studied the emergence of fairness criteria such as merit and equality at increasingly younger ages. How much does the recognition and practice of these principles depend on the influence of central aspects of Western educated and industrialized societies? In an attempt to answer these questions, this article provides evidence regarding the choices of children in the Kogi indigenous community of the Sierra Nevada de Santa Marta, a traditional society living in the mountains of Northern Colombia that practices swidden agriculture, cattle-raising, and enjoys a special cultural status granted by the Colombian Constitution. Two groups of 6–7 and 10–11 year olds (N = 104) were tested on a modified dictator game and several scenarios from a resource distribution task including different fairness criteria. Our results point to the lack of focality of the idea of merit among Kogi children at these ages when deciding on third-party allocation tasks, even when the design prevented equal distribution.

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“…However, the unequal allocation of resources may occur due to many factors in the process of resource allocation, such as self-interest (Blake et al, 2014), performance and effort (Noh et al, 2019), and group affiliation (Yu et al, 2016). According to the impartiality account of fairness, inequality is not necessarily unfair (Shaw, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Origins of Intergroup Resource Inequality Influence Children’s Decision to Perpetuate or Rectify Inequality

Zhu

2020

Front. Psychol.

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Previous studies have explored children’s intergroup resource allocation in the context of preexisting intergroup resource inequality. However, resource inequality between social groups often originates from different factors. This study explored the role of the origins of resource inequality on children’s intergroup resource allocations. In experiment 1, when there was no explicit origin of the intergroup inequality, children of different ages mainly allocated resources in an equal way and 5- to 6-year-olds showed ingroup bias. In experiment 2, we examined the influence of different origins of intergroup inequality and found that 5- to 6-year-olds perpetuated intergroup inequality when resource inequality was based on either a structural (regional disparity) or an internal factor (difference in performance). However, 10- to 11-year-olds rectified inequality or allocated equally when intergroup inequality was based on regional disparity and perpetuated resource inequality when intergroup inequality was based on performance difference. The origins of inequality appear to play an important role in children’s intergroup resource allocations, and older children can distinguish different origins of intergroup inequality in resource allocation.

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Effort or outcome? Children’s meritorious decisions

Cited by 28 publications

References 35 publications

Need, effort, or integration? The development of intuitive distributive justice decisions in children, adolescents, and adults

Need, effort, or integration? The development of intuitive distributive justice decisions in children, adolescents, and adults

Merit Is Not Meritorious Everywhere: Fairness in First and Third Party Tasks among Kogi Children

The Origins of Intergroup Resource Inequality Influence Children’s Decision to Perpetuate or Rectify Inequality

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