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Aldan P, Dunham Y. Children think differently from adults when reasoning about resources acquired from parents. J Exp Child Psychol 2024; 243:105910. [PMID: 38522386 DOI: 10.1016/j.jecp.2024.105910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Revised: 01/23/2024] [Accepted: 02/27/2024] [Indexed: 03/26/2024]
Abstract
Although sharing is often considered a virtuous behavior, individuals rarely share all their extra resources with those less fortunate. The current research investigated conditions under which children believe that someone who has more resources deserves to keep them rather than address an inequality. Specifically, we contrasted resources acquired via merit, windfall, and parental allocations. Across two studies, we showed 5- and 6-year-old children (n = 59), 8- and 9-year-old children (n = 120), and adults (n = 163) three scenarios in which one person acquired more resources than the other due to luck, due to merit, or because that person's parents gave him or her more, and we asked whether that person should share these resources or keep all of them. Results suggested that adults differentiated both the family resource and the merit conditions from the windfall allocation, believing that an agent deserves to keep the extra resources more when they are acquired through one's family or due to merit. However, children did not differentiate family resources from windfall, although they were more likely to believe that individuals deserve to keep their extra resources when they were acquired through merit. The type of the resource (i.e., money vs. balls) did not affect participants' sharing decisions. Overall, these findings suggest that over development the resources acquired from one's family come to be seen as more deserved than windfall resources.
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Affiliation(s)
- Pinar Aldan
- Department of Psychology, Yale University, New Haven, CT 06510, USA.
| | - Yarrow Dunham
- Department of Psychology, Yale University, New Haven, CT 06510, USA
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2
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Geraci A, Cancellieri UG. Preschoolers' retrospective and prospective judgements of immanent justice following distributive actions. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:149-165. [PMID: 38173176 DOI: 10.1111/bjdp.12472] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 10/24/2023] [Accepted: 12/14/2023] [Indexed: 01/05/2024]
Abstract
Prior research provided evidence for retrospective and prospective judgements of immanent justice in adults, but the developmental origins of judgements of immanent justice remain unknown. Both retrospective and prospective judgements were investigated in preschool age, using explicit and implicit measures. In Experiment 1, 2.5- and 4-year-olds were first shown events in which one agent distributed resources fairly or unfairly, and then they saw test events in which both distributors were damaged by a misfortune. Later, they were presented with a verbal task, in which they had to respond to two questions on evaluation of the deservingness, by using explicit measures. All children were likely to approve of deserved outcomes when deeds and outcomes were congruent (i.e., unfair distributor-misfortune), and only older ones were likely to disapprove when they were incongruent (i.e., fair distributor-misfortune). In Experiment 2, 4-year-olds after seeing familiarization events of Experiment 1, were presented with two verbal questions to explore prospective judgements of immanent justice, by using explicit measures. In Experiment 3, 4-year-olds were first shown familiarization events of Experiment 1 and listened to respective narratives, then before the outcome was revealed they were assessed with a reaching task to investigate prospective judgements of immanent justice, by using implicit measures. Children reached the image depicting a bad outcome for the unfair distributor, and that illustrated a good outcome for the fair distributor. The results of the last two experiments demonstrated a fine ability to make prospective judgements at 4 years of life, and found that they were to be more prone to apply immanent justice reasoning to positive outcomes following good actions. Taken together, these results provide new evidence for preschoolers' retrospective and prospective judgements of immanent justice.
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Affiliation(s)
- Alessandra Geraci
- Department of Social and Educational Sciences of the Mediterranean Area, University for Foreigners 'Dante Alighieri' of Reggio Calabria, Reggio Calabria, Italy
| | - Uberta Ganucci Cancellieri
- Department of Social and Educational Sciences of the Mediterranean Area, University for Foreigners 'Dante Alighieri' of Reggio Calabria, Reggio Calabria, Italy
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3
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McLaughlin A, Marshall J, McAuliffe K. Developing conceptions of forgiveness across the lifespan. Child Dev 2024. [PMID: 38819627 DOI: 10.1111/cdev.14122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2024]
Abstract
Understanding how to respond to transgressions is central to cooperation, yet little is known about how individuals understand the consequences of these responses. Accordingly, the current study explored children's (ages 5-9), adolescents' (ages 11-14), and adults' (N = 544, predominantly White, ~50% female, tested in 2021) understandings of three such responses-forgiveness, punishment, and doing nothing. At all ages, participants differentiated between the consequences of these three responses. Forgiveness was associated with more positive and fewer negative outcomes, while the opposite was true for punishment and doing nothing. With age, participants were less likely to expect positive outcomes, and this effect was strongest for punishment and doing nothing. The results of this study allow novel insights into reasoning about three important response strategies.
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Affiliation(s)
- Abby McLaughlin
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Julia Marshall
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Katherine McAuliffe
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
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4
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Bartholomaeus J. Who believes in a just world? A multilevel latent profile analysis of Justice Capital using the European Social Survey. J Pers 2024. [PMID: 38808510 DOI: 10.1111/jopy.12947] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 05/05/2024] [Accepted: 05/08/2024] [Indexed: 05/30/2024]
Abstract
OBJECTIVE Justice Capital provides a theoretical framework for explaining individual differences in the belief in a just world (BJW). However, this framework has yet to receive empirical validation. METHOD Using Round 9 of the European Social Survey, a large (n = 43,209) multi-country (N = 29) sample, I conduct multilevel latent profile analysis and multilevel multinomial logistic regression to determine the latent profiles that emerge at a population level and map the demographic and experiential covariates of these profiles. RESULTS Incorporating measures of general BJW, distributive and procedural justice, and the belief in equality of opportunity, I find three latent profiles: meritocrats, moderates, and egalitarians. Compared with egalitarians, meritocrats (strong just world believers) are more likely to be male; younger; have a higher income; have attained more years of education; to be politically conservative; and have no recent experience of discrimination or crime. Meritocrats were overrepresented in countries with a higher Human Development Index. CONCLUSION This study demonstrates the feasibility of Justice Capital for understanding individual variation in general BJW and related justice beliefs; discussion centers on anomalous findings and extension of this theoretical framework.
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van der Wurff I, Kirschner M, Golsteijn R, de Jonge M, Berendsen B, Singh A, Savelberg H, de Groot R. School-based physical activity interventions: which intervention characteristics are associated with participation and retention? A meta-analysis. Prev Med 2024; 182:107925. [PMID: 38437923 DOI: 10.1016/j.ypmed.2024.107925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/06/2024]
Abstract
OBJECTIVE Many school-based intervention studies are conducted to increase students' physical activity (PA). Recruitment and retention problems potentially impact the robustness of RCT findings. We conducted a meta-analysis to summarize recruitment and retention rates in long-term secondary school-based PA intervention studies and examined associated participant and intervention characteristics. METHODS Web of Science, Pubmed, Medline, and PsychInfo were searched until March 20th 2023. We included studies on secondary school-based PA interventions ≥12 weeks, aimed at typically developing adolescents. We abstracted number of schools and students invited, randomized, and participating at follow-up to calculate pooled recruitment and retention rates; participant and intervention characteristics were abstracted to execute subgroup or meta-regression analyses. RESULTS Recruitment rates were 51% for invited schools and 80% for invited students, the retention for schools was almost 100% and for students 91%. Interventions with fixed and flexible components, executed in Asia and South America, and from later publication years had higher student recruitment rates. Students' retention rates were lower for interventions which had flexible components, were theory/model-based, used an accelerometer, had a longer intervention duration, and included more females. CONCLUSION Recruitment and retention rates in school-based PA interventions are high. Some participant and intervention characteristics influence these rates: flexibility of the intervention, theory/model-based intervention, accelerometer use, intervention duration, continent, and number of females. Researchers should consider these characteristics in intervention development to achieve optimal balance between intervention effectiveness, recruitment, and retention.
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Affiliation(s)
- I van der Wurff
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, Heerlen 6419 AT, the Netherlands.
| | - M Kirschner
- Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, Heerlen 6419 AT, the Netherlands
| | - R Golsteijn
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, Heerlen 6419 AT, the Netherlands
| | - M de Jonge
- (Former Employee of) Mulier Institute, Herculesplein 269, Utrecht 3584 AA, the Netherlands
| | - B Berendsen
- Department of Nutritional and Movement Sciences, NUTRIM, School of Nutrition and Translational Research in Metabolism, Maastricht University, P.O. Box 616, Maastricht 6200 MD, the Netherlands
| | - A Singh
- (Former Employee of) Mulier Institute, Herculesplein 269, Utrecht 3584 AA, the Netherlands; Human Movement. School and Sport, Applied University of Windesheim, Zwolle, the Netherlands
| | - H Savelberg
- Department of Nutritional and Movement Sciences, NUTRIM, School of Nutrition and Translational Research in Metabolism, Maastricht University, P.O. Box 616, Maastricht 6200 MD, the Netherlands; SHE, School of Health Professions Education, Maastricht University, P.O. Box 616, 6200 MD Maastricht, the Netherlands
| | - R de Groot
- Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, Heerlen 6419 AT, the Netherlands
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Thomas S, Kelsey C, Vaish A. No one is going to recess: How children evaluate collective and targeted punishment. SOCIAL DEVELOPMENT 2024; 33:e12730. [PMID: 38993500 PMCID: PMC11238698 DOI: 10.1111/sode.12730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Accepted: 12/16/2023] [Indexed: 07/13/2024]
Abstract
This study examined children's responses to targeted and collective punishment. Thirty-six 4-5-year-olds and 36 6-7-year-olds (36 females; 54 White; data collected 2018-2019 in the United States) experienced three classroom punishment situations: Targeted (only transgressing student punished), Collective (one student transgressed, all students punished), and Baseline (all students transgressed, all punished). The older children evaluated collective punishment as less fair than targeted, whereas younger children evaluated both similarly. Across ages, children distributed fewer resources to teachers who administered collective than targeted punishment, and rated transgressors more negatively and distributed fewer resources to transgressors in Collective and Targeted than Baseline. These findings demonstrate children's increasing understanding of punishment and point to the potential impact of different forms of punishment on children's social lives.
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Affiliation(s)
- Sarah Thomas
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
| | - Caroline Kelsey
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
- Department of Pediatrics, Division of Developmental Medicine, Boston Children's Hospital, Boston, Massachusetts, USA
- Department of Pediatrics, Harvard Medical School, Boston, Massachusetts, USA
| | - Amrisha Vaish
- Department of Psychology, University of Virginia, Charlottesville, Virginia, USA
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7
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Chernyak N. The emergence of young children's tolerance for inequality: With age, children stop showing numerically sensitive fairness. J Exp Child Psychol 2024; 238:105785. [PMID: 37797351 DOI: 10.1016/j.jecp.2023.105785] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 09/07/2023] [Accepted: 09/08/2023] [Indexed: 10/07/2023]
Abstract
One persistent and pernicious feature of outstanding social inequality is that even relatively extreme forms of inequality can be justified with reference to merit-based considerations. One key feature of fairness with respect to resource allocation is that it is numerically sensitive; greater (more extreme) inequalities are generally seen as less fair than less extreme ones. This work sought to document the emergence of numerically sensitive fairness in children aged 4 to 8 years. A total of 81 4- to 8-year-olds completed a series of within-participants fairness judgment trials in which they observed two characters receive either equitable or inequitable shares of resources-ranging from 50/50 (completely fair) to 0/100 (completely unfair)-in two contexts: one in which the two characters were described as working the same amount (equality context) and one in which one character was described as working harder than the other character (merit context). Children of all ages showed numerically sensitive fairness in the equality context. However, whereas younger children continued to show numerically sensitive fairness in the merit context, older children approved even relatively extreme inequalities when one person was described as working harder. This effect emerged with age, suggesting a double-edged sword to acquiring beliefs in merit-based fairness; as children get older, they may begin to accept even relatively extreme forms of inequality when presented in a merit context. Results are discussed with respect to the acquisition of meritocracy as a normative belief of fairness.
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Affiliation(s)
- Nadia Chernyak
- Department of Cognitive Sciences, University of California, Irvine, Irvine, CA 92617, USA.
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8
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Ngwenya N, Dziva Chikwari C, Seeley J, Ferrand RA. Are concepts of adolescence from the Global North appropriate for Africa? A debate. BMJ Glob Health 2023; 8:e012614. [PMID: 38164704 PMCID: PMC10729106 DOI: 10.1136/bmjgh-2023-012614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 11/24/2023] [Indexed: 01/03/2024] Open
Affiliation(s)
- Nothando Ngwenya
- Africa Health Research Institute, Durban, Kwa-Zulu Natal, South Africa
| | - Chido Dziva Chikwari
- Department of Infectious Disease Epidemiology and International Health, London School of Hygiene & Tropical Medicine, London, UK
- Biomedical Research and Training Institute, Harare, Zimbabwe
| | - Janet Seeley
- Department of Global Health & Development, London School of Hygiene and Tropical Medicine, London, UK
| | - Rashida Abbas Ferrand
- Biomedical Research and Training Institute, Harare, Zimbabwe
- Department of Clinical Research, London School of Hygiene and Tropical Medicine, London, UK
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9
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Zhang J, Valencia Botto S, Rochat P. Altruism and hyperaltruism in children of three cultures. J Exp Child Psychol 2023; 234:105708. [PMID: 37257371 DOI: 10.1016/j.jecp.2023.105708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 04/30/2023] [Accepted: 05/04/2023] [Indexed: 06/02/2023]
Abstract
Children's inclination to prioritize others' welfare over their own (hyperaltruism) was investigated from a developmental and cross-cultural perspective. The distribution of rewarding or aversive items to self and another child was probed in 3- to 14-year-old children (final sample: N = 158; 87 girls) from urban China (n = 51; Mage = 9.1 years, SD = 1.81; 27 girls), urban United States (n = 55; Mage = 8.89 years, SD = 2.18; 30 girls), and rural Samoa (n = 52; Mage = 8.6 years, SD = 2.61; 30 girls). In two counterbalanced conditions, the children were first asked to split either rewards (stickers or treats) or potentially harmful insects (biting bugs) with another child. In a third condition, children were asked to choose various levels of hypothetical pain to be inflicted on either themselves or another child in exchange for commensurate rewards. Results indicated that in conditions where children distributed rewards, older children were more egalitarian (i.e., gave an equal number of candies to self and other) compared with younger children. However, in conditions where they needed to allocate potential harm, older children displayed more altruism (taking more harm onto themselves so that others could be spared). These results varied by culture, where Chinese children showed more altruism, U.S. children were more egalitarian, and Samoan children showed no clear patterns of either egalitarianism or altruism. The results show that although there are some universal trends toward egalitarian and altruistic ways of sharing, significant group differences exist.
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Affiliation(s)
- Jinyi Zhang
- Department of Psychology, Emory University, Atlanta, GA 30322, USA; Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
| | | | - Philippe Rochat
- Department of Psychology, Emory University, Atlanta, GA 30322, USA
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10
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Ibanez A, Matallana D, Miller B. Can prosocial values improve brain health? Front Neurol 2023; 14:1202173. [PMID: 37342774 PMCID: PMC10278355 DOI: 10.3389/fneur.2023.1202173] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 05/17/2023] [Indexed: 06/23/2023] Open
Abstract
Prosocial values play a critical role in promoting care and concern for the well-being of others and prioritizing the common good of society. Evidence from population-based reports, cognitive neuroscience, and clinical studies suggests that these values depend on social cognition processes, such as empathy, deontological moral cognition, moral emotions, and social cooperation. Additionally, indirect evidence suggests that various forms of prosocial behaviors are associated with positive health outcomes at the behavioral, cardiovascular, immune, stress-related, and inflammatory pathways. However, it is unclear whether prosociality can positively influence brain health outcomes. In this perspective, we propose that prosocial values are not only influenced by brain conditions but could also potentially play a role in protecting brain health. We review studies from various fields that support this claim, including recent reports of prosociality-based interventions impacting brain health. We then explore potential multilevel mechanisms, based on the reduction of allostatic overload at behavioral, cardiovascular, immune, stress-related, and inflammatory levels. Finally, we propose potential prosociality-based interventions for improving brain health in at-risk populations, such as psychiatric and neurological patients, and individuals exposed to poverty or violence. Our perspective suggests that prosocial values may play a role in promoting and maintaining healthy brains.
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Affiliation(s)
- Agustin Ibanez
- Latin American Institute for Brain Health (BrainLat), Universidad Adolfo Ibanez, Adolfo Ibanez University, Santiago, Chile
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, and National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina
- Global Brain Health Institute, University of California, San Francisco, San Francisco, CA, United States
- Trinity College Dublin, Dublin, Ireland
| | - Diana Matallana
- Pontificia Universidad Javeriana, Instituto de Envejecimiento, Bogotá, Colombia
- Memory and Cognition Center, Intellectus, Hospital Universitario San Ignacio, Bogotá, Colombia
| | - Bruce Miller
- Global Brain Health Institute, University of California, San Francisco, San Francisco, CA, United States
- Trinity College Dublin, Dublin, Ireland
- Memory and Aging Center, University of California, San Francisco, San Francisco, CA, United States
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11
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Acar M, Sivis O. "But the poor needed it more": Children's judgments on procedural justice to allocate resources between two candidates equal in merit, different in need. J Exp Child Psychol 2023; 232:105679. [PMID: 37060788 DOI: 10.1016/j.jecp.2023.105679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 03/09/2023] [Accepted: 03/11/2023] [Indexed: 04/17/2023]
Abstract
The current study investigated children's judgments on procedural justice and its outcomes when the candidates were equal in merit but different in need. A total of 88 children (41 girls and 47 boys) aged 7 to 11 years were individually interviewed (Mage = 8 years 9 months, SD = 14.065 months). Results showed that, regardless of age, children tended to give educational resources to the resource-poor candidates. However, children's welfare consideration of the resource-poor candidates increased with age. Children also made differentiated judgments based on the resource type and treated educational materials as more necessary than educational experiences. Children's age and socioeconomic status (SES) were associated with this differentiation. Younger and high-SES children were more likely to view the outcome of procedural justice (i.e., drawing a stick) for allocating an educational experience (i.e., summer camp) as fair when the result favored the resource-rich candidate. Overall, findings revealed that children do not use a unitary form of fairness in the procedural justice context. The shift from strict equality to welfare concerns continues to develop over middle childhood.
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Affiliation(s)
- Melike Acar
- Department of Guidance and Psychological Counseling, Faculty of Education, MEF University, Sarıyer, Istanbul 34396, Turkey.
| | - Ozce Sivis
- Department of Guidance and Psychological Counseling, Faculty of Education, MEF University, Sarıyer, Istanbul 34396, Turkey
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12
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Wang Y, Shang S, Xie W, Hong S, Liu Z, Su Y. The relation between aggression and theory of mind in children: A meta-analysis. Dev Sci 2023; 26:e13310. [PMID: 36039023 DOI: 10.1111/desc.13310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 07/28/2022] [Accepted: 07/30/2022] [Indexed: 11/30/2022]
Abstract
Previous findings on the association between theory of mind (ToM) and aggression in children are mixed. The social skills deficit view regarded ToM as a single-edged sword and proposed that a lack of ToM can lead to aggression, while the double-edged sword view proposed that children with advanced ToM can still show much aggression because children can also leverage ToM to harm others. To resolve the dispute between the two views, we conducted a meta-analysis combining cross-sectional and longitudinal findings from 53 studies including a total of 11,579 children aged between 2 and 15 years. The overall negative correlation between ToM and aggression was small but significant (r = -0.08). The negative correlation was robust, with the magnitude of the correlation being similar across physical versus relational aggression, proactive versus reactive aggression, cognitive versus affective ToM, preschoolers versus school-aged children, different aggression measurements, and different levels of societal individualism. Moreover, the negative correlation was found regardless of whether ToM and aggression were measured concurrently or at different time points, but the correlation was the largest when ToM was measured before aggression. Whether the aggression was bullying or not also moderated the association, with ToM only being negatively related to non-bullying aggression but not bullying. Together, these findings suggest that ToM is a single-edged sword to decrease general aggression and that aggression might also give rise to lower ToM capacity during development. RESEARCH HIGHLIGHTS: This study systemically reviewed the existing mixed findings on the association between aggression and ToM during childhood using a meta-analysis. There was a negative correlation between ToM and aggression in children aged between 2 and 15 years. The negative correlation between aggression and ToM was stronger when ToM was measured first, followed by aggression, than vice versa. There was a negative correlation between non-bullying aggression and ToM, whereas there was no correlation between bullying and ToM.
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Affiliation(s)
- Yiyi Wang
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Siyuan Shang
- Department of Psychology, Hangzhou Normal University, Hangzhou, China
| | - Wanze Xie
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,PKU-IDG/McGovern Institute for Brain Research, Peking University, Beijing, China
| | - Skylar Hong
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Zexi Liu
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Yanjie Su
- School of Psychological and Cognitive Sciences, Peking University, Beijing, China.,Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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13
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Lin Z, Yu J, Jiang Y, Wang XT, Zhu L. Longitudinal development of children's sharing behaviour: Only children versus children with siblings from rural China. Child Care Health Dev 2023; 49:400-406. [PMID: 35998944 DOI: 10.1111/cch.13050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 08/11/2022] [Accepted: 08/14/2022] [Indexed: 11/28/2022]
Abstract
This study examined the development of children's sharing behaviour towards friends and strangers using dictator games with a longitudinal design in a sample of rural Chinese children (n = 589, 47.0% girls) at 3-4 years old and 2 years later (n = 453, 44.2% girls). Results showed that the willingness to share and the amount of sharing changed over time and were affected by family structure. Only children shared fewer stickers than non-only children at ages 3-4, but the amount they shared did not differ at ages 5-6. Only children may develop reciprocal friendships at an older age due to their lack of experience with siblings. Children shared more stickers with friends than strangers at ages 3-4, and such ingroup bias became stronger at ages 5-6.
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Affiliation(s)
- Zhumei Lin
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Mental Health Center, Xiamen Medical College, Xiamen, China
| | - Jing Yu
- National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland, USA
| | - Yingying Jiang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Xiao Tian Wang
- School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
| | - Liqi Zhu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
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14
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Strauß S, Bondü R. Fair sharing is just caring: Links between justice sensitivity and distributive behavior in middle childhood. J Exp Child Psychol 2023; 226:105561. [PMID: 36202013 DOI: 10.1016/j.jecp.2022.105561] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2021] [Revised: 09/14/2022] [Accepted: 09/14/2022] [Indexed: 11/19/2022]
Abstract
Justice sensitivity (JS), the tendency to perceive and adversely respond to injustice, was related to prosocial behavior in different age groups and to distributive preferences in adults. To test influences of JS on sharing and distributive preferences, middle childhood as an important phase for moral development may be particularly interesting. We asked 1320 5- to 12-year-old children (M = 8.05 years, SD = 1.02; 51.2 % girls, 1.3 % transgender and gender-nonconforming) to read five vignettes that made salient the different principles of distributive justice (equality, merit, and need) and to distribute imaginary sweets between themselves and one described child (sharing) or between two described children (distributing). Children also rated their JS, and parents rated children's theory of mind (ToM) abilities and empathy. More concerns for justice for the self (victim JS) predicted distributions following the merit principle and a preference for need over equality and merit when forced to choose among the three. Caring for justice for others (altruistic JS) predicted more sharing, equal distributions, less distributions according to the merit principle, and a preference for equal distributions over merit and need when forced to choose among the three. These associations prevailed when ToM and empathy were included as control variables. The findings underline the importance of justice-related personality traits, such as JS, for moral development in middle childhood.
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Affiliation(s)
- Sophie Strauß
- Department of Psychology, Psychologische Hochschule Berlin, 10179 Berlin, Germany
| | - Rebecca Bondü
- Department of Psychology, Psychologische Hochschule Berlin, 10179 Berlin, Germany.
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15
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The profit motive: Implications for children's reasoning about merit-based resource distribution. J Exp Child Psychol 2023; 226:105563. [PMID: 36308815 DOI: 10.1016/j.jecp.2022.105563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 09/17/2022] [Accepted: 09/19/2022] [Indexed: 11/07/2022]
Abstract
How to distribute resources in a fair way is a fundamental source of conflict in human societies. A central dilemma that people begin to grapple with during childhood is the extent to which individuals should be rewarded based on merit at the expense of equality. The current study examined children's reasoning about this dilemma by testing whether they are sensitive to information about the motives of highly productive people when determining whether they should receive extra compensation. Across two studies, children (6- to 11-year-olds, total N = 143) judged high performers to be less deserving of extra resources when they were motivated by profit rather than being intrinsically motivated, and this pattern was more pronounced among the older children. The findings demonstrate that, with age, children increasingly consider motives when deciding whether productivity should be rewarded and that the tendency of adults to view profit motives as problematic has origins during childhood.
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Lin GX, Mikolajczak M, Keller H, Akgun E, Arikan G, Aunola K, Barham E, Besson E, Blanchard MA, Boujut E, Brianda ME, Brytek-Matera A, César F, Chen BB, Dorard G, dos Santos Elias LC, Dunsmuir S, Egorova N, Escobar MJ, Favez N, Fontaine AM, Foran H, Furutani K, Gannagé M, Gaspar M, Godbout L, Goldenberg A, Gross JJ, Gurza MA, Hatta O, Heeren A, Helmy M, Huynh MT, Kaneza E, Kawamoto T, Kellou N, Kpassagou BL, Lazarevic L, Le Vigouroux S, Lebert-Charron A, Leme V, MacCann C, Manrique-Millones D, Medjahdi O, Millones Rivalles RB, Miranda Orrego MI, Miscioscia M, Mousavi SF, Moutassem-Mimouni B, Murphy H, Ndayizigiye A, Ngnombouowo TJ, Olderbak S, Ornawka S, Cádiz DO, Pérez-Díaz PA, Petrides K, Prikhidko A, Salinas-Quiroz F, Santelices MP, Schrooyen C, Silva P, Simonelli A, Sorkkila M, Stănculescu E, Starchenkova E, Szczygieł D, Tapia J, Tremblay M, Tri TMT, Üstündağ-Budak AM, Valdés Pacheco M, van Bakel H, Verhofstadt L, Wendland J, Yotanyamaneewong S, Roskam I. Parenting Culture(s): Ideal-Parent Beliefs Across 37 Countries. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2022. [DOI: 10.1177/00220221221123043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
What is it to be “an ideal parent”? Does the answer differ across countries and social classes? To answer these questions in a way that minimizes bias and ethnocentrism, we used open-ended questions to explore ideal-parent beliefs among 8,357 mothers and 3,517 fathers from 37 countries. Leximancer Semantic Network Analysis was utilized to first determine parenting culture zones (i.e., countries with shared ideal-parent beliefs) and then extract the predominant themes and concepts in each culture zone. The results yielded specific types of ideal-parent beliefs in five parenting culture zones: being “responsible and children/family-focused” for Asian parents, being “responsible and proper demeanor-focused” for African parents, and being “loving and responsible” for Hispanic-Italian parents. Although the most important themes and concepts were the same in the final two zones—being “loving and patient,” there were subtle differences: English-speaking, European Union, and Russian parents emphasized “being caring,” while French-speaking parents valued “listening” or being “present.” Ideal-parent beliefs also differed by education levels within culture zones, but no general pattern was discerned across culture zones. These findings suggest that the country in which parents were born cannot fully explain their differences in ideal-parent beliefs and that differences arising from social class or education level cannot be dismissed. Future research should consider how these differences affect the validity of the measurements in question and how they can be incorporated into parenting intervention research within and across cultures.
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Affiliation(s)
| | | | - Heidi Keller
- Osnabrück University, Germany
- The Hebrew University of Jerusalem, Israel
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Mai Helmy
- Sultan Qaboos University, Muscat, Oman
- Menoufia University, Egypt
| | | | - Emérence Kaneza
- Clinique de l’Education et de la Psychothérapie, Bujumbura, Burundi
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Paola Silva
- Universidad de la República, Montevideo, Uruguay
| | | | | | | | | | - Dorota Szczygieł
- SWPS University of Social Sciences and Humanities, Warsaw, Poland
| | | | | | - Thi Minh Thuy Tri
- University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City, Vietnam
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17
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Rank Reversal Aversion and Fairness in Hierarchies. ADAPTIVE HUMAN BEHAVIOR AND PHYSIOLOGY 2022. [DOI: 10.1007/s40750-022-00206-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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18
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Jacobs C, Flowers M, Aboody R, Maier M, Jara-Ettinger J. Not just what you did, but how: Children see distributors that count as more fair than distributors who don't. Cognition 2022; 225:105128. [DOI: 10.1016/j.cognition.2022.105128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 04/08/2022] [Accepted: 04/11/2022] [Indexed: 11/03/2022]
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19
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Christner N, Paulus M. Varieties of normative understanding and their relation to sharing behavior in preschool children. J Exp Child Psychol 2022; 224:105498. [PMID: 35842944 DOI: 10.1016/j.jecp.2022.105498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Revised: 06/07/2022] [Accepted: 06/09/2022] [Indexed: 10/17/2022]
Abstract
Children increasingly appreciate normative obligations and share resources across the preschool years. But the internal structure and behavioral relevance of normative expressions in the context of sharing-that is, the relation with children's own sharing behavior-remains disputed. Here, 4- to 6-year-old children (N = 90; 37 female) observed protagonists sharing or not sharing resources. As measures of normative expressions, children's evaluation, punishment acceptability, non-costly punishment, and costly punishment of the protagonists as well as their moral self-concept were assessed. To measure actual prosocial behavior, children had the possibility to share resources. A factor analysis revealed that the variety of normative expressions constitutes two distinct factors: normative representation (evaluation and hypothetical punishment) and norm enforcement (actual non-costly and costly punishment). Children's moral self-concept was the only normative expression that related to sharing behavior. Person-centered analyses suggest some consistency in individual differences across normative and prosocial development, with normative expressions and sharing behavior being aligned for some children on a low level and for some children on a high level. This study advances our understanding of early normative development and highlights the internal structure of normative stances during the preschool years.
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Affiliation(s)
- Natalie Christner
- Department of Psychology, Ludwig Maximilians Universität München, 80802 Munich, Germany.
| | - Markus Paulus
- Department of Psychology, Ludwig Maximilians Universität München, 80802 Munich, Germany
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20
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Zhu Y, Zhang J, Liu X. Is Distributional Justice Equivalent to Prosocial Sharing in Children’s Cognition? Front Psychol 2022; 13:888028. [PMID: 35903728 PMCID: PMC9315223 DOI: 10.3389/fpsyg.2022.888028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 06/17/2022] [Indexed: 11/30/2022] Open
Abstract
Distribution and sharing are social preference behaviors supported and shaped by selection pressures, which express individuals’ concern for the welfare of others. Distributive behavior results in distributive justice, which is at the core of moral justice. Sharing is a feature of the prosocial realm. The connotations of distribution and sharing are different, so the principles, research paradigms, and social functions of the two are also different. Three potential causes of confusion between the two in the current research on distribution and sharing are discussed. First, they share common factors in terms of individual cognition, situation, and social factors. Second, although they are conceptually different, prosocial sharing and distribution fairness sensitivity are mutually predictive in individual infants. Similarly, neural differences in preschoolers’ perception of distribution fairness predict their subsequent sharing generosity. Finally, similar activation regions are relevant to distribution and sharing situations that need behavioral control on a neural basis.
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Affiliation(s)
- Yuning Zhu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Jingmiao Zhang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Educational Science and Technology, Anshan Normal University, Anshan, China
| | - Xiuli Liu
- School of Psychology, Northeast Normal University, Changchun, China
- *Correspondence: Xiuli Liu,
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21
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Goudarzi S, Badaan V, Knowles ED. Neoliberalism and the Ideological Construction of Equity Beliefs. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2022; 17:1431-1451. [PMID: 35536556 DOI: 10.1177/17456916211053311] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Researchers across disciplines, including psychology, have sought to understand how people evaluate the fairness of resource distributions. Equity, defined as proportionality of rewards to merit, has dominated the conceptualization of distributive justice in psychology; some scholars have cast it as the primary basis on which distributive decisions are made. The present article acts as a corrective to this disproportionate emphasis on equity. Drawing on findings from different subfields, we argue that people possess a range of beliefs about how valued resources should be allocated-beliefs that vary systematically across developmental stages, relationship types, and societies. By reinvigorating notions of distributive justice put forth by the field's pioneers, we further argue that prescriptive beliefs concerning resource allocation are ideological formations embedded in socioeconomic and historical contexts. Fairness beliefs at the micro level are thus shaped by those beliefs' macro-level instantiations. In a novel investigation of this process, we consider neoliberalism, the globally dominant socioeconomic model of the past 40 years. Using data from more than 160 countries, we uncover evidence that neoliberal economic structures shape equity-based distributive beliefs at the individual level. We conclude by advocating an integrative approach to the study of distributive justice that bridges micro- and macro-level analyses.
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22
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Guo Z, Guo R, Xu C, Wu Z. Reflexive or reflective? Group bias in third-party punishment in Chinese and Western cultures. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2022. [DOI: 10.1016/j.jesp.2022.104284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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23
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Wu Y, Zhao B, Wei B, Li Y. Cultural or economic factors? Which matters more for collaborative problem-solving skills: Evidence from 31 countries. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111497] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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24
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Zhou Z, Wong WC. Three- and five-year-olds’ restorative intervention in moral transgressions. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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25
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Corbit J, Didkowsky N, Gora V, Reddy H, Muhammad S, Callaghan T. Facilitating the prosocial development of Rohingya refugee children. J Exp Child Psychol 2022; 220:105414. [PMID: 35366609 DOI: 10.1016/j.jecp.2022.105414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 02/23/2022] [Accepted: 02/23/2022] [Indexed: 11/18/2022]
Abstract
Prosociality is essential for the success of human societies. Children's prosocial development is found to increase in contexts that foster collaboration or emotion perspective taking and is negatively affected by exposure to extreme psychosocial trauma and adversity. Based on these findings, we assessed the effect of collaboration and emotion perspective taking on three types of prosocial behavior-helping, sharing, and comforting-in Rohingya children living in a refugee settlement in India (N = 122; age range = 4-11 years). Half of the children were born in Myanmar (i.e., experienced forced migration from genocide), and half were born in the refugee settlement after their families left Myanmar. We also included a small sample of Rohingya Canadian children (N = 20; age range = 3-12 years) as a within-culture comparison of overall levels of prosocial responding, which were higher in this group relative to children in a refugee settlement. We assigned children in the refugee settlement to one of three conditions-Collaboration, Emotion Perspective Taking (intervention conditions), or Drawing (control condition)-and assessed the three types of prosocial responding following the intervention. Prosocial responding was highest after Collaboration for children born in the refugee settlement and was highest after Emotion Perspective Taking for children born in Myanmar. Overall, these findings point to the potential prosocial benefit in refugee contexts for intervention programs that are responsive to children's lived experience.
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Affiliation(s)
- John Corbit
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Nora Didkowsky
- Department of Psychology, St. Francis Xavier University, Antigonish, Nova Scotia B2G 2W5, Canada
| | - Vikas Gora
- SAVE THE CHILDREN | GM - State Programme Telangana Andhra Pradesh State Programme Office, Secunderabad, Telangana State, India
| | - Harini Reddy
- SAVE THE CHILDREN | GM - State Programme Telangana Andhra Pradesh State Programme Office, Secunderabad, Telangana State, India
| | - Saifullah Muhammad
- Department of Psychology, St. Francis Xavier University, Antigonish, Nova Scotia B2G 2W5, Canada
| | - Tara Callaghan
- Department of Psychology, St. Francis Xavier University, Antigonish, Nova Scotia B2G 2W5, Canada
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26
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Li Y, Li P, Chai Q, McAuliffe K, Blake PR, Warneken F, He J. The development of inequity aversion in Chinese children. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2021.101151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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27
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Wong PWC, Kwok KW, Chow SL. Validation of Positive Youth Development Scale and Implications for Adolescent in Hong Kong Community. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-021-09658-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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28
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Abstract
This study aimed at investigating the neurocognitive correlates of the perception and evaluation of equitable and inequitable distributions in five-year-old children. Children observed one character distributing toys or candies between two recipients. One of the recipients already possessed many resources, and the other possessed just a few. We used event-related potentials to compare brain activity elicited by equitable (the poor receives more) and inequitable (the rich receives more) distribution. On a behavioral level, children evaluated inequitable distribution as worse than equitable and considered the distributor as mean and worthy of punishment when she distributed inequitably as compared to equitably. On the neural level, we expected to find a MFN effect between 250 and 350 ms after picture onset. Instead, we found a frontal positivity (P2), which was greater for inequitable vs. equitable distributions, indicating greater saliency and attentional capture. This was followed by marginally significant greater positivity for equitable distributions between 600 and 1000 ms after picture onset (LPP), which indicates greater allocation of processing resources. Furthermore, a greater LPP was associated with more extreme evaluations for both conditions. This suggests that the more resources children invest in processing the distribution, the more they endorse equity and condemn inequity.
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Affiliation(s)
- Carolina Pletti
- Developmental Psychology, Department of Psychology, Ludwig-Maximilians-Universität, München , Germany
| | - Markus Paulus
- Developmental Psychology, Department of Psychology, Ludwig-Maximilians-Universität, München , Germany
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29
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Kienbaum J, Mairhofer S. Need, effort, or integration? The development of intuitive distributive justice decisions in children, adolescents, and adults. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Jutta Kienbaum
- Institute of Psychology University of Education Karlsruhe Karlsruhe Germany
| | - Sigrid Mairhofer
- Faculty of Education Free University of Bozen‐Bolzano, Bolzano, BZ Italy
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30
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Keshvari F, Hartlin S, Capozzi‐Davis O, Moore C, Corbit J. Group over need: Convergence in the influence of recipient characteristics on children's sharing in Iran and Canada. SOCIAL DEVELOPMENT 2021. [DOI: 10.1111/sode.12557] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Fatemeh Keshvari
- Institute for Cognitive and Brain Sciences Shahid Beheshti University Tehran Iran
| | - Stephanie Hartlin
- Department of Psychology and Neuroscience Dalhousie University Halifax NS Canada
| | - Olivia Capozzi‐Davis
- Department of Psychology and Neuroscience Dalhousie University Halifax NS Canada
| | - Chris Moore
- Department of Psychology and Neuroscience Dalhousie University Halifax NS Canada
| | - John Corbit
- Department of Psychology and Neuroscience Dalhousie University Halifax NS Canada
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31
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Lee L, Williams A, Lao C, Lagunas N, Langner C. The role of home language in children's friendship choice and peer acceptance. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101323] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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32
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Babik I, Gardner ES. Factors Affecting the Perception of Disability: A Developmental Perspective. Front Psychol 2021; 12:702166. [PMID: 34234730 PMCID: PMC8255380 DOI: 10.3389/fpsyg.2021.702166] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Accepted: 05/31/2021] [Indexed: 11/22/2022] Open
Abstract
Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.
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Affiliation(s)
- Iryna Babik
- Department of Psychological Science, Boise State University, Boise, ID, United States
| | - Elena S Gardner
- Department of Psychological Science, Boise State University, Boise, ID, United States
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33
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Kozloff V, Cowell JM, Huppert E, Gomez‐Sicard N, Lee K, Mahasneh R, Malcolm‐Smith S, Selcuk B, Zhou X, Decety J. An investigation of children's empathic dispositions and behaviours across seven countries. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Violet Kozloff
- Department of Psychology University of Chicago Chicago Illinois USA
| | - Jason M. Cowell
- Department of Psychology University of Chicago Chicago Illinois USA
- Department of Psychology University of Wisconsin Green Bay Wisconsin USA
| | | | | | - Kang Lee
- Department of Psychology University of Toronto Toronto Canada
| | - Randa Mahasneh
- Department of Educational Psychology Hashemite University Zarqa Jordan
| | | | - Bilge Selcuk
- Department of Psychology Koc University Istanbul Turkey
| | - Xinyue Zhou
- School of Management, Zhejiang University Hangzhou China
| | - Jean Decety
- Department of Psychology University of Chicago Chicago Illinois USA
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34
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Ringshaw JE, Hamilton K, Malcolm-Smith S. Theory of Mind and Moral Decision-Making in the Context of Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:1693-1711. [PMID: 34105048 DOI: 10.1007/s10803-021-05055-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/26/2021] [Indexed: 10/21/2022]
Abstract
Social impairment in Autism Spectrum Disorder (ASD) has been linked to Theory of Mind (ToM) deficits. However, little research has investigated the relationship between ToM and moral decision-making in children with ASD. This study compared moral decision-making and ToM between aggregate-matched ASD and neurotypical boys (n = 38 per group; aged 6-12). In a third-party resource allocation task manipulating recipient merit, wealth, and health, neurotypical children allocated significantly more resources to the morally deserving recipient, suggesting equitable allocation. A comparatively larger portion of the ASD group allocated equally. ToM emerged as a predictor of moral decision-making. We suggest that ToM (cognitive empathy) deficits may underly atypical moral decision-making in ASD by limiting the integration of empathic arousal (affective empathy) with moral information.
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Affiliation(s)
- Jessica E Ringshaw
- Department of Paediatrics and Child Health, Red Cross War Memorial Children's Hospital, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa. .,ACSENT Laboratory, Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town, South Africa.
| | - Katie Hamilton
- ACSENT Laboratory, Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town, South Africa
| | - Susan Malcolm-Smith
- ACSENT Laboratory, Department of Psychology, Faculty of Humanities, University of Cape Town, Cape Town, South Africa
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35
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Zhang Z, Benozio A. Waste Aversion Reduces Inequity Aversion Among Chinese Children. Child Dev 2021; 92:2465-2477. [PMID: 33983637 DOI: 10.1111/cdev.13586] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
An underlying aspect of the development of fairness is the aversion to unequal treatment toward equally deserving parties. By middle childhood, children from Western cultures are even willing to discard resources to avoid inequity. Here, a series of four studies were conducted to assess the robustness of inequity aversion in a culture that emphasizes the value of "Thrift" (i.e., waste aversion). Seven-year-old Chinese participated in third-party (N = 83) and first-person (N = 116) distributive interactions and considered both inequity aversion and waste aversion. Our findings demonstrate that Chinese children accepted inequity (unlike Americans) in the presence of waste but avoided inequity (similar to Americans) in the absence of waste. Cultural and noncultural accounts of waste aversion are discussed.
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Affiliation(s)
- Zhen Zhang
- Chinese Academy of Sciences.,University of Chinese Academy of Sciences
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36
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Courtier P, Gardes ML, Van der Henst JB, Noveck IA, Croset MC, Epinat-Duclos J, Léone J, Prado J. Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System. Child Dev 2021; 92:2069-2088. [PMID: 33932226 PMCID: PMC8518750 DOI: 10.1111/cdev.13575] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross‐sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
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37
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Zhang X, Corbit J, Xiao X, Xu L, Wei B, Li Y. Material and relational asymmetry: The role of receivers' wealth and power status in children's resource allocation. J Exp Child Psychol 2021; 208:105147. [PMID: 33862531 DOI: 10.1016/j.jecp.2021.105147] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 02/17/2021] [Accepted: 02/28/2021] [Indexed: 10/21/2022]
Abstract
Asymmetries in social status, specifically social status related to wealth and relational power, appear to influence the ways in which children allocate resources. However, the impact of wealth and relational power status on children's resource allocation decisions has yet to be examined among children developing within a Chinese cultural context. In addition, how children weight the relative importance of these factors when they exist concurrently is not well understood. In Study 1, we examined the impact of recipients' wealth and relational power status on Chinese children's (3- to 8-year-olds; N = 199) allocation decisions. We found that across both categories of social status, 3- and 4-year-olds gave more to high-status individuals, whereas 7- and 8-year-olds gave more to low-status individuals, despite younger children also showing a strong egalitarian preference when the resources could be allocated equally. In Study 2, we investigated how children (3- to 8-year-olds; N = 219) weigh the relative importance of these two types of social status in situations where the level of recipients' wealth and relational power were either consistent or in conflict. When they needed to allocate the resources unequally, the youngest children were found to place greater emphasis on wealth over relational power and favored the high-status individual, whereas older children tended to favor the low-status individual and placed greater importance on relational power over wealth. Overall, we found a consistent age-related shift from favoring high-status individuals toward compensating low-status individuals, suggesting a developing concern for social equity.
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Affiliation(s)
- Xuran Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, People's Republic of China
| | - John Corbit
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia B3H 4R2, Canada
| | - Xue Xiao
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Liangyuan Xu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Bingying Wei
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Yanfang Li
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, People's Republic of China.
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Hao J, Du X. Preschoolers' Helping Motivations: Altruistic, Egoistic or Diverse? Front Psychol 2021; 12:614868. [PMID: 33927667 PMCID: PMC8076576 DOI: 10.3389/fpsyg.2021.614868] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 03/18/2021] [Indexed: 11/13/2022] Open
Abstract
Based on Eisenberg et al.'s model of prosocial motivations, the present study examined what motivates preschoolers to display instrumental helping and how various motivations develop during the preschool years. The participants were 477 preschoolers aged 3–5 years assigned to one of five groups. In each experimental group, the experimenter emphasized an altruistic or egoistic helping motivation, namely, empathic concern, moral rules, praise or rewards. In the control group, no helping motivations were emphasized. Their instrumental helping was then measured by sorting cards for a sick child to play a game. The results show that each helping motivation had a positive effect on instrumental helping. Most of the motivational effects were similar across age, but the motivational effect of empathic concern increased obviously at the age of 5 years. Therefore, the present study reveals that both altruistic and egoistic motivations motivate preschoolers to help others. Most of the motivations develop steadily during the preschool years, but empathic concern as an altruistic motivation increases greatly at the end of the preschool years. The present study thus confirms the diversity of preschoolers' helping motivations with Eisenberg et al.'s model of prosocial motivations.
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Affiliation(s)
- Jian Hao
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Xu Du
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
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39
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Engelmann JM, Zhang Z, Zeidler H, Dunham Y, Herrmann E. The influence of friendship and merit on children's resource allocation in three societies. J Exp Child Psychol 2021; 208:105149. [PMID: 33862530 DOI: 10.1016/j.jecp.2021.105149] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 02/01/2021] [Accepted: 03/08/2021] [Indexed: 11/25/2022]
Abstract
Recent work has suggested that principles of fairness that seem like natural laws to the Western mind, such as sharing more of the spoils with those who contributed more, can in fact vary significantly across populations. To build a better understanding of the developmental roots of population differences with respect to fairness, we investigated whether 7-year-old children (N = 432) from three cultural backgrounds-Kenya, China, and Germany-consider friendship and merit in their distribution of resources and how they resolve conflicts between the two. We found that friendship had considerable and consistent influence as a cross-culturally recurrent motivation: children in all three cultures preferentially shared with a friend rather than with a neutral familiar peer. On the other hand, the role of merit in distribution seemed to differ cross-culturally: children in China and Germany, but not in Kenya, selectively distributed resources to individuals who worked more. When we pitted friendship against merit, there was an approximately even split in all three cultures between children who favored the undeserving friend and children who shared with the hard-working neutral individual. These results demonstrate commonalities and variability in fairness perceptions across distinct cultures and speak to the importance of cross-cultural research in understanding the development of the human mind.
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Affiliation(s)
- Jan M Engelmann
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94705, USA.
| | - Zhen Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China
| | - Henriette Zeidler
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94705, USA; School of Life & Health Sciences, Aston University, Birmingham B4T 7ET, UK
| | - Yarrow Dunham
- Department of Psychology, Yale University, New Haven, CT 06520, USA
| | - Esther Herrmann
- Department of Psychology, University of California, Berkeley, Berkeley, CA 94705, USA; Minerva Research Group on the Origins of Human Self-Regulation, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany
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40
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Akgül G, Klimstra T, Çok F. The role of coping strategies in interpersonal identity development of war‐affected immigrant adolescents. New Dir Child Adolesc Dev 2021; 2021:103-121. [DOI: 10.1002/cad.20392] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Affiliation(s)
- Gülendam Akgül
- Assistant Professor Department of Social Work Çankırı Karatekin University Çankırı Turkey
| | - Theo Klimstra
- Lecturer Department of Child Study and Human Development Tufts University Medford MA 02155 USA
| | - Figen Çok
- Professor Faculty of Education Başkent University Ankara Turkey
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41
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Essler S, Paulus M. Robin Hood or Matthew? Children's Reasoning About Redistributive Justice in the Context of Economic Inequalities. Child Dev 2021; 92:1254-1273. [PMID: 33511644 DOI: 10.1111/cdev.13482] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
How should one respond to ubiquitous economic inequalities? The legend Robin Hood suggests to take away from the wealthy to benefit the poor, whereas another strategy holds the opposite (Matthew effect). Here, 3- to 8-year-old children (N = 140) witnessed protagonists performing redistributions (e.g., Robin Hood, Matthew) of necessary and luxury resources between a wealthy and a poor child. Results showed that, with age, children increasingly approved of Robin Hood and increasingly disapproved of Matthew. In addition, reasoning about others' welfare mediated the effect of age on children's evaluation of Robin Hood, but only for necessary resources. This suggests that children regard restorative justice actions as a strategy to address social inequalities when it increases the welfare of disadvantaged agents.
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42
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Corbit J, Lamirato K, McAuliffe K. Children in the United States and Peru Pay to Correct Gender-Based Inequality. Child Dev 2021; 92:1291-1308. [PMID: 33462821 DOI: 10.1111/cdev.13505] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
We explore the developmental origins of intervention against gender-based pay inequality in 4- to 9-year-old children in the United States (N = 123; Study 1) and Peru (N = 115; Study 2), two countries characterized by different norms surrounding gender pay equity. We presented children with scenarios that featured gender-based pay inequality, and they could intervene at a cost to redistribute the earnings. We examined whether children favor equality or show gender bias in intervention depending on the direction of gender pay inequality. Across both societies, both girls and boys intervened against gender inequality regardless of its direction, a tendency that grew stronger with age. These findings suggest that despite developing in societies with existing gender pay inequalities, children strongly privilege equality.
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43
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Decety J, Steinbeis N, Cowell JM. The neurodevelopment of social preferences in early childhood. Curr Opin Neurobiol 2021; 68:23-28. [PMID: 33418273 DOI: 10.1016/j.conb.2020.12.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 11/24/2022]
Abstract
Human social preferences are the product of gene-culture coevolution, and rely on predispositions that emerge early in development. These social preferences encompasse distinct motivations, mechanisms, and behaviors, that facilitate social cohesion and cooperation. Developmental social neuroscience critically contributes in elucidating the proximate mechanisms involved in social decision-making and prosociality, and their gradual maturation in interaction with the social and cultural environment.
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Affiliation(s)
- Jean Decety
- Department of Psychology, and Department of Psychiatry, University of Chicago, United States.
| | - Nikolaus Steinbeis
- Clinical, Education and Health Psychology, University College London, United Kingdom
| | - Jason M Cowell
- Department of Psychology, University of Wisconsin-Green Bay, United States
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44
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Abstract
Unequal financial outcomes often originate from unequal chances. Yet, compared to outcomes, little is known about how individuals perceive unequal distributions of chances. We investigate empirically the role of different sources of unequal chances in shaping inequality perceptions. Importantly, we do so from an ex ante perspective—i.e., before the chances are realized—which has rarely been explored. In an online survey, we asked uninvolved respondents to evaluate ex ante the fairness of unequal allocations of chances. We varied the source of inequality of chances, using a comprehensive range of factors which resemble several real world situations. Respondents also evaluated how much control individuals hold over the distribution of chances. Results show that different sources generate different ex ante perception of fairness. That is, unequal chances based on socioeconomic and biological factors, such as gender, family income and ethnicity, are evaluated to be unfair relative to the same chances based on effort, knowledge, and benevolence. Results also show that, for most individuals, there is a positive correlation between perceived control of a factor and fairness of unequal chances based on that factor. Luck appears to be an exception to this correlation, ranking as high in fairness as effort, knowledge, and benevolence, but similarly low in individual control as ethnicity, family income, and gender.
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45
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Paulus M, Essler S. Why do preschoolers perpetuate inequalities? Theoretical perspectives on inequity preferences in the face of emerging concerns for equality. DEVELOPMENTAL REVIEW 2020; 58:100933. [PMID: 33311831 PMCID: PMC7722505 DOI: 10.1016/j.dr.2020.100933] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Revised: 10/05/2020] [Indexed: 11/19/2022]
Abstract
Recent research has shown that preschool children tend to preferentially allocate resources to rich than to poor others. The findings that young children tend to perpetuate inequalities are puzzling given classical developmental theories that largely focused on the emergence of equality and equity in childhood. In this review, we first sketch the early ontogeny of fairness concerns before providing an overview on studies reporting perpetuation of inequality in young children. We review four classical theories (Piaget, Kohlberg, Damon, Social Domain Theory) and discuss how they would account for this phenomenon. We then introduce four recent theoretical models that directly speak to the underlying psychological processes; the affective preference model, the reciprocity-based strategic model, the numerical matching model, and the normative model. We highlight the key tenets of each model, their relation to other developmental processes, and the strength of the empirical evidence. From each model, we derive specific hypotheses. Finally, in an integrative section we discuss how the models might relate to each other, highlight connections to other research areas, and present avenues for future research.
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Affiliation(s)
- Markus Paulus
- Ludwig-Maximilians-Universität München, Munich, Germany
| | - Samuel Essler
- Ludwig-Maximilians-Universität München, Munich, Germany
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Huynh AC, Grossmann I. Rising Ethnic Diversity in the United States Accompanies Shifts Toward an Individualistic Culture. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2020. [DOI: 10.1177/1948550620967230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
We investigate the relationship between ethnic diversity and the rise of individualism in the United States during the 20th and 21st centuries. Tests of the historical rates of ethnic diversity alongside individualistic relational structures (e.g., adults living alone, single-/multi-child families) from the years 1950 to 2018 reveal that societal and regional rates of ethnic diversity accompanied individualistic relational structures. These effects hold above and beyond time-series trends in each variable. Further evidence from experimental studies ( N = 707) suggests that the presence of, and contact with, ethnically diverse others contributes to greater individualistic values (e.g., the importance of uniqueness and personal achievement). Converging evidence across societal-, regional-, and individual-level analyses suggests a systematic link between ethnic diversity and individualism. We discuss the implications of these findings for sociocultural livelihood in light of the rising rates of ethnic diversity across the globe.
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Affiliation(s)
- Alex C. Huynh
- Department of Psychology, California State University San Marcos, CA, USA
- Department of Psychology, University of Waterloo, Ontario, Canada
| | - Igor Grossmann
- Department of Psychology, University of Waterloo, Ontario, Canada
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47
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Me first: Neural representations of fairness during three-party interactions. Neuropsychologia 2020; 147:107576. [PMID: 32758554 DOI: 10.1016/j.neuropsychologia.2020.107576] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 07/28/2020] [Accepted: 07/29/2020] [Indexed: 11/20/2022]
Abstract
One hallmark of human morality is a deep sense of fairness. People are motivated by both self-interest and a concern for the welfare of others. However, it remains unclear whether these motivations rely on similar neural computations, and the extent to which such computations influence social decision-making when self-fairness and other-fairness motivations compete. In this study, two groups of participants engaged in the role of responder in a three-party Ultimatum Game while being scanned with functional MRI (N = 32) or while undergoing high-density electroencephalography (N = 40). In both studies, participants accepted more OtherFair offers when they themselves received fair offers. Though SelfFairness was reliably decoded from scalp voltages by 170 ms, and from hemodynamic responses in right insula and dorsolateral prefrontal cortex, there was no overlap between neural representations of fairness for self and for other. Distinct neural computations and mechanisms seem to be involved when making decisions about fairness in three-party contexts, which are anchored in an egocentric, self-serving bias.
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48
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Samek A, Cowell JM, Cappelen AW, Cheng Y, Contreras-Ibáñez C, Gomez-Sicard N, Gonzalez-Gadea ML, Huepe D, Ibáñez A, Lee K, Malcolm-Smith S, Salas N, Selcuk B, Tungodden B, Wong A, Zhou X, Decety J. The development of social comparisons and sharing behavior across 12 countries. J Exp Child Psychol 2020; 192:104778. [PMID: 31958667 DOI: 10.1016/j.jecp.2019.104778] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 11/26/2019] [Accepted: 11/26/2019] [Indexed: 10/25/2022]
Abstract
Humans are social beings, and acts of prosocial behavior may be influenced by social comparisons. To study the development of prosociality and the impact of social comparisons on sharing, we conducted experiments with nearly 2500 children aged 3-12 years across 12 countries across five continents. Children participated in a dictator game where they had the opportunity to share up to 10 of their stickers with another anonymous child. Then, children were randomized to one of two treatments. In the "shared a little" treatment children were told that another child from their school had shared 1 sticker, whereas in the "shared a lot" treatment children were told that another child from their school had shared 6 stickers in the same game. There was a strong increase in baseline sharing with age in all countries and in both treatments. The "shared a lot" treatment had a positive treatment effect in increasing sharing overall, which varied across countries. However, cross-cultural comparisons did not yield expected significant differences between collectivist and individualist countries. Our results provide interesting evidence for the development of sharing behavior by age across the world and show that social information about the sharing of peers is important for children's decision making.
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Affiliation(s)
- Anya Samek
- Department of Economics, University of Southern California, Los Angeles, CA 90035, USA.
| | - Jason M Cowell
- Department of Psychology, University of Wisconsin-Green Bay, Green Bay, WI 54311, USA; Department of Psychology, University of Chicago, Chicago, IL 60637, USA
| | | | - Yawei Cheng
- Institute of Neuroscience and Brain Research Center, National Yang-Ming University, Taipei City 112, Taiwan
| | - Carlos Contreras-Ibáñez
- Department of Sociology, Universidad Autónoma Metropolitana-Iztapalapa, 09340 Iztapalapa, Mexico
| | | | - Maria L Gonzalez-Gadea
- Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina
| | - David Huepe
- Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile
| | - Agustin Ibáñez
- Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina; Center for Social and Cognitive Neuroscience, School of Psychology, Universidad Adolfo Ibáñez, Santiago, Chile; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Universidad Autónoma del Caribe, Barranquilla, Colombia; Australian Research Council (ARC) Centre of Excellence in Cognition and its Disorders, North Ryde, NSW 2109, Australia
| | - Kang Lee
- Erick Jackman Institute of Child Study, University of Toronto, Toronto, Ontario M5R 2X2, Canada
| | - Susan Malcolm-Smith
- Department of Psychology, University of Cape Town, Cape Town 7700, South Africa
| | - Natalia Salas
- Faculty of Education, Universidad Autónoma de Chile, Santiago, Chile
| | - Bilge Selcuk
- Department of Psychology, Koc University, 34450 Sarıyer/İstanbul, Turkey
| | - Bertil Tungodden
- Department of Economics, Norwegian School of Economics, 5045 Bergen, Norway
| | - Alina Wong
- Dirección de Extensión Universitaria, Universidad de La Habana, Havana, Cuba
| | - Xinyue Zhou
- School of Management, Zhejiang University, Zhejiang 310027, China
| | - Jean Decety
- Department of Psychology, University of Chicago, Chicago, IL 60637, USA
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49
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Baumert A, Maltese S, Reis D, MacLeod C, Tan-Mansukhani R, Galang AJR, Salanga MGC, Schmitt M. A Cross-Cultural Study of Justice Sensitivity and Its Consequences for Cooperation. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2020. [DOI: 10.1177/1948550619896895] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In Western samples, individuals differ systematically in the importance they assign to matters of justice and injustice, and dispositional Justice Sensitivity can be differentiated according to the perspectives of victim, observer, beneficiary, and perpetrator. In a cross-cultural comparison between the Philippines, Germany, and Australia ( N = 677 students), we investigated whether Justice Sensitivity can be equivalently described by these four perspectives, whether measurement instruments have invariant psychometric properties, and whether the psychological relevance of the Justice Sensitivity perspectives for cooperation behavior differs between these cultural contexts. The results of multigroup confirmatory factor analyses support weak measurement invariance and invariant associations between Justice Sensitivity perspectives and trust game decisions. Across cultures, victim sensitivity predicted reluctance to cooperate under threat of exploitation, and observer, beneficiary, and perpetrator sensitivities predicted cooperation under temptation. Our study extends insight into Justice Sensitivity to underresearched cultural contexts of urban and rural Philippines.
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Affiliation(s)
- Anna Baumert
- Max Planck Institute for Research on Collective Goods, Bonn, Germany
- Technical University Munich, School of Education, Germany
- Both authors contributed equally to the present article
| | - Simona Maltese
- Department of Psychiatry and Psychotherapy, Central Institute of Mental Health, Mannheim, Germany
- Both authors contributed equally to the present article
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50
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Power SA. Why a Richer World Will Have More Civic Discontent: The Infinity Theory of Social Movements. REVIEW OF GENERAL PSYCHOLOGY 2020. [DOI: 10.1177/1089268020907326] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Two narratives of economic development are presented. The first highlights contemporary global wealth and income inequality. The second illustrates historical aggregate gains in global wealth and income. Within these two broad narratives of economic development, protests and social movements will arise to modulate feelings of unfairness and deprivation. A new theory of social movements is developed. Collective remembering and collective imagining can inform feelings of unfairness, frustration, and relative deprivation in the present. This theory highlights the importance of a temporal account of the development of social movements within democracies that allow for the expression of civic discontent without brutalization. The theory predicts aggregate global economic development, with unequal economic gains, will always necessitate social movements to modulate economic inequality and circumvent perceived and actual hardship. The implications of this theory for understanding globalization, social movements, and creating fairer democratic societies are discussed.
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