认知与发展心理学研究室知识库

分配公平性是儿童公平正义这一道德发展主题的重要内容。随着年龄的增长和群体活动的增多，儿童在分配资源时越来越多地受到群体因素的影响。对群体身份的辨识和区分促使儿童在资源分配时具有了内群体偏爱的动机。同时，儿童对性别的刻板印象自童年早期发端，他们会根据性别刻板印象来判断分配的公平性，也会依照性别刻板印象分配资源。既往研究对这两种群体因素的影响均有所涉及，本研究在此基础上探讨这两种因素对儿童分配公平性的共同作用，以及4岁、6岁和8岁儿童在这两种群体因素影响下分配公平性的年龄发展特点。此外，儿童的分配公平性还受到资源特征以及分配者个体因素的影响。本研究进一步地比较了在内群体偏爱和性别刻板印象这两种群体情境下，资源数量和价值的差异对儿童分配决策的影响，并探讨了儿童自身的个体因素所起的作用。

研究一探究内群体偏爱和性别刻板印象对4岁、6岁和8岁儿童分配公平性的影响，并在此框架下探讨了资源数量和价值对儿童分配公平性产生的影响。研究一共包含了四个实验。实验1探讨的是儿童在内群体偏爱影响下分配公平性的发展。实验2探讨的是儿童在性别刻板印象影响下分配公平性的发展。实验3在实验2的基础上进一步探讨性别刻板印象和贡献冲突时儿童分配公平性的发展。实验4探讨的是内群体偏爱和性别刻板印象冲突时儿童分配公平性的发展。所有实验均采用第三方任务范式，向儿童呈现情境图片，讲述相关情境的背景故事，再由儿童完成资源分配。根据实验目的，儿童需分别在群体内、外接受者之间;性别刻板印象一致、不一致的接受者之间;性别刻板印象与贡献情况一致和不一致情境下，在贡献大和贡献小的两位接受者之间;以及与性别刻板印象一致或不一致的群体内、外接受者之间分配资源。所分配的资源包含了偶数资源、奇数资源和价值不等资源三种情况。结果显示，内群体偏爱是影响4岁、6岁和8岁儿童分配公平性的重要群体因素，其影响在4岁时就已出现，6岁时最为强烈。8岁儿童则开始趋向公平分配。性别刻板印象也影响着儿童的分配公平性，儿童所持有的性别刻板印象可以直接预测他们的分配结果。不过，当实际贡献为儿童所知时，4岁、6岁和8岁儿童都不再依照性别刻板印象分配资源，而是依据贡献大小进行分配。当内群体偏爱和性别刻板印象冲突时，儿童首要依照的群体因素是内群体偏爱，性别刻板印象只会起到调节作用。此外，所分配的资源的特征也对其分配行为产生了影响。资源价值不等时，儿童的内群体偏爱倾向更大，受到性别刻板印象的影响更大，对贡献原则的使用也更为突出。总体来看，随着年龄的增长，儿童对情境线索、分配动机和对公平的认知都不断发展进步，群体因素对儿童分配公平性的影响逐渐减弱。

研究二探讨4岁、6岁和8岁儿童的心理理论与抑制控制能力对儿童在内群体偏爱和性别刻板印象下资源分配决策的影响。测试了儿童在一级错误信念、二级错误信念、情绪理解和面孔识别四种心理理论任务以及抑制控制任务上的表现。结果表明，心理理论和抑制控制对儿童分配资源时抑制内群体偏爱、运用贡献原则，进行公平分配具有调节作用。心理理论和抑制控制有助于年幼儿童根据情境分配资源，对年长儿童的公平分配具有促进作用。

总之，内群体偏爱和性别刻板印象促使4岁、6岁和8岁儿童分配资源时做出了群体倾向的分配决策。不过，随着儿童年龄的增长，儿童在群体因素的影响下也会趋向公平分配。而且，这两种群体因素具有一定的交互作用，接受者的喜好与性别刻板印象的符合程度会影响儿童分配资源时的内群体偏爱程度。资源的价值也会促使儿童表现出更强烈的群体倾向。此外，心理理论和抑制控制可以调节儿童在情境中偏向群体的动机和自身所持有的公平分配的动机。本研究将内群总之，内群体偏爱和性别刻板印象促使4岁、6岁和8岁儿童分配资源时做出了群体倾向的分配决策。不过，随着儿童年龄的增长，儿童在群体因素的影响下也会趋向公平分配。而且，这两种群体因素具有一定的交互作用，接受者的喜与性别刻板印象的符合程度会影响儿童分配资源时的内群体偏爱程度。资源的价值也会促使儿童表现出更强烈的群体倾向。此外，心理理论和抑制控制可以调节儿童在情境中偏向群体的动机和自身所持有的公平分配的动机。本研究将内群体偏爱和性别刻板印象两种因素相结合，探索了对不同群体因素之间的交互作用拓展了对4岁、6岁和8岁儿童在这两种群体因素影响下分配公平性的认识和理解。进一步证实了心理理论和抑制控制对儿童在动机冲突时分配资源的调节作用可供指导关于公平正义的儿童道德教育，也为减少成人世界中的歧视和不公提供方向和依据。

Distributive justice is a major issue in children's moral development. Children are faced with increasing group activities as they grow up, leaving their resource allocation under the influence of group factors. For one thing, the identification of group identity contributes children to ingroup bias, allocating more resources to recipients from allocators' own groups. For another, gender stereotype comes into being at young age. Children would judge others' allocations and allocate resources according to their gender stereotypes. Previous research has covered the influence of both ingroup bias and gender stereotype respectively. On this basis, we make a further exploration on how ingroup bias and gender stereotype simultaneously influence children's distributive justice aged 4, 6 and 8. Besides, the feature of resources and individual factors also have an impact on children's allocation. Therefore, the number and the value of resources and individual factors including theory of mind and inhibitory control are included to deeper explore children's distributive justice in the context of ingroup bias and gender stereotype.

Study 1 is about the influence of ingroup bias and gender stereotype on distributive justice of children aged 4, 6 and 8, consisting of four experiments. The number and value of resources are also discussed. Experiment 1 explored the development of children's distributive justice with the influence of ingroup bias. Experiment 2 explored the development of children's distributive justice with the influence of gender stereotype. Experiment 3 explored the development of children's distributive justice with the influence of gender stereotype and merits. Experiment 4 explored the development of children's distributive justice with the influence of both gender stereotype and ingroup bias. A third-party paradigm is adopted in all the experiments. Children are presented with pictures and background stories are told before they allocate resources. According to the aim of each experiment, participants are asked to distribute resources between in-group and out-group recipients, between recipients consistent and inconsistent with gender stereotype, between recipients with high and low merits in both gender stereotype are consistent with merits and inconsistent with merits and between an in-group recipient whose preference is either consistent or inconsistent with gender stereotype and an out-group recipient whose preference is either consistent or inconsistent with gender stereotype. Resources to be allocated are of even and odd number and different values, contributing to getting a better understanding of how resource features affect children's resource allocation. The results indicated that ingroup bias is an important group factor that casts an influence on children's distributive justice. It affects all children aged 4, 6 and 8, but the effect is strongest for children aged 6. Children aged 8 tend to allocate fairly with both ingroup bias and fairness in mind. Gender stereotype also influence children's distributive justice. Resource allocation can be predicted thoroughly by a child's gender stereotype. But the influence of gender stereotype disappears when actual merits are known to children who turn to allocating resources based on real merits. When ingroup bias conflicts with gender stereotype, children allocate majorly basing on ingroup bias while gender stereotype can slightly adjust their ingroup tendency. Furthermore, the feature of resources also has an influence on children's resource allocation. When resources are of different values, in-group bias together with the impact of gender stereotype will be more intensive.

Study 2 explored the influence of theory of mind and inhibitory control on resource allocation in group context. First order false belief theory of mind, second order false belief theory of mind, emotion understanding, and face recognition are included to test children's theory of mind. Results indicate that theory of mind and inhibitory control help younger children allocate resources with group bias according to the context and promote older children to allocate fairly.

In conclusion, children aged 4, 6 and 8 all have group bias when allocating resource under the influence of ingroup bias and gender stereotypes. Nevertheless, children aged 8 make more fair allocations in both contexts. The two group factors interact with each other in the way that the strength of in-group bias is influenced by whether the accepter's preference conforms with gender stereotype or not. This study has combined ingroup bias and gender stereotype together, offering a new perspective and approach to explore the development children's distributive justice with age in group context. Furthermore, the moderating effect of theory of mind and inhibitory control is confirmed, providing a guidance for future moral education of children and an approach to reducing unfairness in society.