Reward Allocation in Preschool Children

Lane, Irving M.; Coon, Robert C.

doi:10.1111/j.1467-8624.1972.tb02092.x

Cited by 15 publications

(21 citation statements)

References 10 publications

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“…Initial studies on this topic, stemming primarily from the experimental economics literature, suggested that children's willingness and ability to distribute goods in a fair and equal manner did not arise until mid-childhood (Arsenio & Gold, 2006;Blake & Rand, 2010;Fehr, Bernhard, & Rockenbach, 2008;Lane & Coon, 1972). Initial studies on this topic, stemming primarily from the experimental economics literature, suggested that children's willingness and ability to distribute goods in a fair and equal manner did not arise until mid-childhood (Arsenio & Gold, 2006;Blake & Rand, 2010;Fehr, Bernhard, & Rockenbach, 2008;Lane & Coon, 1972).…”

mentioning

confidence: 99%

The Development of Fairness Expectations and Prosocial Behavior in the Second Year of Life

Sommerville¹,

Schmidt²,

Yun³

et al. 2012

Infancy

219

151

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Recent work provides evidence that expectations regarding a fair (i.e., equal) distribution of goods and resources arise sometime in the second year of life. To investigate the developmental trajectory of fairness expectations, and their potential relation to prosocial behavior, infants participated in a violation‐of‐expectancy (VOE) paradigm designed to assess expectations regarding how resources are typically distributed, and in a sharing task, an informational helping task, and an instrumental helping task. Infants’ expectations regarding resource distribution showed age‐related changes between 12 and 15 months, with only 15‐month‐old infants showing greater attention to unfair (unequal) over fair (equal) outcomes in the VOE. Individual differences in infants’ sensitivity to unfair outcomes were related to infants’ willingness to share a preferred toy. In contrast, helping behavior was unrelated to infants’ sensitivity to unfair outcomes and did not vary according to whether infants shared a preferred or non‐preferred toy during the sharing task. Our findings suggest a developmental transition in expectations regarding how resources are distributed from 12 to 15 months of age, linked to infants’ sharing behavior, suggesting that such expectations are learned through experience. Our results also contribute to the ongoing discussion regarding how best to assess the construct of prosociality in infancy.

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mentioning

confidence: 99%

The Development of Fairness Expectations and Prosocial Behavior in the Second Year of Life

Sommerville¹,

Schmidt²,

Yun³

et al. 2012

Infancy

219

151

View full text Add to dashboard Cite

show abstract

“…By some accounts, children initially seek to maximize personal gain and selfishly allocate resources to themselves, even when others have contributed to earning the resources in question (Hook, 1978; Lane & Coon, 1972). According to these studies, children’s intuitions about fair resource distribution change gradually as they internalize cultural norms and as they become sensitive to proportionality and the numerical differences between amounts.…”

mentioning

confidence: 99%

Collaboration promotes proportional reasoning about resource distribution in young children.

Heyman

Barner

2011

Developmental Psychology

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We investigated how children and adults evaluate the “niceness” of individuals who engage in resource distribution, with a focus on their sensitivity to the proportion of resources given. Across three experiments, subjects evaluated the niceness of a child who gave a quantity of pennies to another child. In Study 1 (N = 30), adults showed sensitivity to the proportion given whereas 5- and 7-year-old children did not. In Study 2 (N = 74), both younger (3- to 5-year-old) and older (6- to 8-year-old) children were sensitive to proportion only when resources were earned by a giver in collaboration with the recipient rather than by the giver alone. Adults, however, were sensitive to proportion in both cases. In Study 3 (N = 44), we tested 5- and 6-year-olds and their parents to be sure that socio-economic and ethnic differences between samples did not drive results and replicated key findings from Studies 1 and 2. Together, these findings indicate that children favor proportional resource distribution in situations that invoke intuitions about equity. We suggest that these intuitions may form the basis for adult notions of fairness and generosity.

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“…In Lerner's (1974) study, however, women allocated more to themselves than did men. Moreover, Lane and Coon (1972) have observed no gender differences at all in their research. Further, in studies of gender differ ences among partners in relationships, Clark and Mills (1979) have indicated that both sexes tend to endorse a more benevolent distributive justice preference.…”

Section: Individual Issuesmentioning

confidence: 87%

“…Many researchers and theorists (e.g., Clark & Mills, 1979;Deutsch, 1975;Hook & Cook, 1979;Lane & Coon, 1972;Lerner, 1974;Leventhal, Karuza, & Fry;Major, Bylsma, & Cozzarelli, 1989) have attempted to specify the appropriateness of certain types of distribution principles and associated allocation systems for achieving various task-related goals and to identify those factors whether situational or individual that affect individual and group preferences. These studies have focused on issues that span a number of dif ferent conceptual levels, including everything from cross-cultural and international economic conditions to specific facets of an individual's personality profile such as…”

Section: Factors Affecting Allocation Rule Preferencesmentioning

confidence: 99%

“…1, January 1993 Downloaded by University of Melbourne At 16:58 22 June 2016 (PT) the work that has been done, however, the overall findings regarding the impact of age on preferences are inconclusive at best. Some studies have suggested that selfinterested allocations frequently appear in young children, diminish as they grow older, and finally disappear (e.g., Lane & Coon, 1972). Hook and Cook (1979), however, have provided evidence in support of the Piagetian hypothesis that younger children will opt for the equality rule, which requires less cognitive com putation, while older, more advanced children will prefer the equity principle.…”

Section: Individual Issuesmentioning

confidence: 99%

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Reward Allocation Preferences in Groups and Organizations

Chen

Church

1993

International Journal of Conflict Management

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This review article focuses on the factors that affect the selection and implementation of three principles of distributive justice (i.e., equity, equality, and need) to reward systems in group and organizational settings. After presenting an overview of the assumptions, goals, and possible consequences associated with each of the three perspectives, the article then describes the moderating factors influencing distribution rule preferences across four levels of analysis: (1) the interorganizational, (2) the intraorganizational, (3) the work group, and (4) the individual. Some of the variables discussed include cross‐cultural differences, reward system implementation, task interdependency, work group climate, and individual characteristics. This material is then summarized through the use of a new conceptual model for describing allocation rule preferences. The article concludes with suggestions for future research.

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Reward Allocation in Preschool Children

Cited by 15 publications

References 10 publications

The Development of Fairness Expectations and Prosocial Behavior in the Second Year of Life

The Development of Fairness Expectations and Prosocial Behavior in the Second Year of Life

Collaboration promotes proportional reasoning about resource distribution in young children.

Reward Allocation Preferences in Groups and Organizations

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