| 其他摘要 | Fairness is an important part of children's moral development. Previous studies were mostly about children's resource allocations to other individuals. However, they often face situations in which they allocate resources as group members to other group members in intergroup contexts. In the past, the researches on children's distributive justice in intergroup contexts mostly concerned children's resource allocations to ingroup or outgroup members. Based on this, this study chosegroups of different status, andexplored children's distribution to ingroup and outgroup members of different status, andalso explored the impact of other group and individual factors on children's distribution.
Study 1 explored the fairness of children's resources allocation to ingroup and outgroup members of different status, and the differences in children's distributive justicebetween groups based on different categories. To further explore children's cognition and resourceallocation in intergroup contexts, study 2investigated the impact of intergroup resource inequality based on different group categories on children's distributive justice. In addition, in order to investigate the role of individual factors in the process of intergroup resource allocation, study 3 explored the role of children's motivational factors and the social cognitive ability on the intergroup distributive justice.
Study 1 explored distributive justice of children of different agesin intergroup resources allocation when groups were based on astructural factor (regional advantage or disadvantage) and aninternal factor (levelofperformance).All experiments were conducted using a third-party resource allocation paradigm. Pictures were presented and the situations were described to children, and then childrenwereaskedto allocate resources. The results indicated that preschool children (5-6 years old) showed a preference for advantageous outgroup members when groups were formed based on the structural factor, and showed a tendency to distribute fairly between the groups formed by the internal factor; school-age children (10-11 years old) showed compensation for members of the disadvantaged group when groupswere formed based on the structural factor, while they allocated resources more equallybetween groupswhen groups were formed bythe internal factor.
On the basis of Study 1, the study 2 explored children's intergroup resource allocation when resources were unequal between groups which were formed by structural or internal factors. The results showed that preschool children tended to maintain resource inequality regardless of intergroup resource inequalitywas basedondifference in region or performance. School-age children were more inclined to rectify resource inequality or allcoateequally when intergroup resource inequalitywas due to the difference in region, and theyperpetuatedintergroup resource
inequality when intergroup inequalitywas brought bydifference in performance. In contrast, when there was no reason for intergroup resource inequality, preschool children would prefer ingroup members, while school-age children were more inclined to allcoate equally. Compared with the situation when existing resources between groups werenot clear, it was found that preschool children and school-age children were more likely to allocate more to the advantage group members and less to members of the disadvantaged group when existing intergroup resources were unequal.
In addition to the role of group factors, Study 3 explored the role of individual group identity, fairness evaluation, reciprocal expectations and theory of mind in children's intergroup resource allocation. The results showed that with age, children's identification withdisadvantaged groups was enhanced, and children thought preference for disadvantaged groups was fairer, and expected disadvantage group members weremorelikelyto share with them,and the theory of mind was also gradually enhanced. And withthese,children were more likely to allocate less to members of the advantageous group, and more to members of the disadvantaged group, showing the compensation for members of the disadvantaged group.
In conclusion, young children begin to show a tendency to distribute fairlybetween groups formed by internal factors, while school-age children begin to rectifyintergroupinequalityandshowfairnesswhen groups areformedby structural factors. When intergroup resources are unequal, children are more likely to recognize resource inequality based on internal origins and perpetuate resource inequality, and school-age children begin to rectifyresource inequality based on structural origins. The origins of intergroup resource inequality play an important role in children'sresourceallocation. Compared with the situation in which existing resources arenot clear, children are more inclined to perpetuate intergroup inequality when existing resources between groups are unequal. |
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