Parochialism in preschool boys' resource allocation

Benozio, Avi; Diesendruck, Gil

doi:10.1016/j.evolhumbehav.2014.12.002

Cited by 75 publications

(87 citation statements)

References 58 publications

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“…They additionally found that in-group bias was attenuated in adults when they were given more information about group behaviour, while in-group bias in older children was impervious to additional information. More recently, a study testing 3-to 6-year-olds in Israel built on this paradigm found that in-group bias in the Dictator Game is especially pronounced in boys [40].…”

Section: Group Bias In Sharing Behaviourmentioning

confidence: 99%

Group bias in cooperative norm enforcement

McAuliffe

Dunham

2016

Phil. Trans. R. Soc. B

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Section: Group Bias In Sharing Behaviourmentioning

confidence: 99%

Group bias in cooperative norm enforcement

McAuliffe

Dunham

2016

Phil. Trans. R. Soc. B

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“…In intergroup contexts, however, additional group-related concerns can also influence children’s resource allocation decisions, including issues of prejudice, discrimination, and bias. For instance, young children sometimes allocate more resources like candy and toys to members of their own racial, gender, and minimal ingroup than to outgroup members (Benozio & Diesendruck, 2015; Dunham, Baron, & Carey, 2011; Moore, 2009; Renno & Shutts, 2015). This type of differential allocation based on group membership is a form of ingroup bias.…”

Section: Introductionmentioning

confidence: 99%

Rectifying social inequalities in a resource allocation task

et al. 2016

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To investigate whether children rectify social inequalities in a resource allocation task, participants (N = 185 African-American and European-American 5–6 year-olds and 10–11 year-olds) witnessed an inequality of school supplies between peers of different racial backgrounds. Assessments were conducted on how children judged the wrongfulness of the inequality, allocated new resources to racial ingroup and outgroup recipients, evaluated alternative allocation strategies, and reasoned about their decisions. Younger children showed ingroup favorability; their responses differed depending on whether they had witnessed their ingroup or an outgroup at a disadvantage. With age, children increasingly reasoned about the importance of equal access to school supplies and correcting past disparities. Older children judged the resource inequality negatively, allocated more resources to the disadvantaged group, and positively evaluated the actions of others who did the same, regardless of whether they had seen their racial ingroup or an outgroup at a disadvantage. Thus, balancing moral and social group concerns enabled individuals to rectify inequalities and ensure fair access to important resources regardless of racial group membership.

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“…Moreover, authors may be more or less explicit about their assumptions in various publications. For instance, Gil Diesendruck and Avi Benozio, who have researched bias and prosocial behaviour towards ingroup and outgroup members, are silent on their normative views in the one (Benozio and Diesendruck 2015), but end on an explicitly normative note in the other: BOne of the implications of the above portrayal of children to educators is that, if we leave children to figure out the social world on their own, they might end up developing fairly discriminatory and biased dispositions. In other words, educators need to actively engage in curbing children's predisposed biases^ (Diesendruck and Benozio 2015:4).…”

Section: Individual Moral Developmentmentioning

confidence: 95%

Individual Moral Development and Moral Progress

Schinkel

Ruyter

2016

Ethic Theory Moral Prac

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At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by 'progress'? And what constitutes moral progress? Does the idea of individual moral progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person's identity; both children and adults can progress morally -even though we would probably not speak in terms of progress in the case of children -but adults' moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort.

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Parochialism in preschool boys' resource allocation

Cited by 75 publications

References 58 publications

Group bias in cooperative norm enforcement

Group bias in cooperative norm enforcement

Rectifying social inequalities in a resource allocation task

Individual Moral Development and Moral Progress

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