心理发展与教育 ›› 2024, Vol. 40 ›› Issue (6): 792-807.doi: 10.16187/j.cnki.issn1001-4918.2024.06.04

• 认知与社会性发展 • 上一篇    

群体竞争对儿童公平分配行为的影响:群体偏见动机的作用

肖雪1,2, 李燕芳2   

  1. 1. 教育部普通高校人文社会科学重点研究基地北京师范大学教师教育研究中心, 北京 100875;
    2. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875
  • 发布日期:2024-11-13
  • 通讯作者: 李燕芳,E-mail:liyanfang@bnu.edu.cn E-mail:liyanfang@bnu.edu.cn
  • 基金资助:
    国家自然科学基金面上项目(32171062);北京市社会科学基金一般项目(19JYB013)。

The Effect of Group-based Competition on Children’s Fair Allocation Behavior: The Role of Group Bias Motivation

XIAO Xue1,2, LI Yanfang2   

  1. 1. Center for Teacher Education Research of Beijing Normal University, Key Research Institute of Humanities and Social Sciences at Universities, MOE, Beijing 100875;
    2. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875
  • Published:2024-11-13

PDF (PC)

摘要： 本研究旨在考察群体竞争情境下儿童的公平分配行为,并进一步探讨群体偏见动机(包括内群体偏爱和外群体厌恶)在其中发挥的作用。采用整群抽样法,以来自山东省某幼儿园和小学的268名3~8岁儿童为研究对象,比较其在竞争-赢、竞争-输以及非竞争情境下的公平分配行为及群体偏见动机,结果发现:(1)随着年龄增加,年龄越大的儿童越能够在竞争-赢时分给自己群体更多的资源、在竞争-输时分给自己群体更少的资源;(2)儿童在群体竞争情境下的群体偏见动机主要表现为内群体偏爱而非外群体厌恶,但年龄越大的儿童表现出越少的内群体偏爱;(3)内群体偏爱对竞争-输情境下儿童的公平分配行为有显著的正向预测作用。这些结果表明随着年龄增加,年龄越大的儿童越能够基于竞争的输赢结果做出公平的分配,且在竞争-输情境下群体偏见(尤其是内群体偏爱)动机的降低是儿童做出更多公平分配的重要原因。

关键词: 公平分配行为, 群体竞争, 群体偏见, 儿童

Abstract: The present study aimed to examine the effect of group-based competition on children’s fair resource allocation, and further explore the role of group bias motivations (including ingroup favoritism and outgroup hate). Using cluster sampling method, 268 3- to 8-year-old children from a kindergarten and primary school in Shandong Province were studied to compare their resource allocation and group bias motivations in competitive (further divided into win and lose conditions) and noncompetitive conditions. We found that: (1) With age, children allocated more resources to their own group when they won and allocated less resources to their own group when they lost; (2) The group bias motivation was mainly manifested as ingroup favoritism rather than outgroup hate, but the in-group favoritism motivation weakened with age; (3) Ingroup favoritism positively predicted children’s allocations to their own group in the lose condition. Overall, the results showed that with age, children allocated according to the competition outcome in group-based competition context, and the reduction of group bias (manifest mainly as ingroup favoritism) in the lose condition is an important explanation for children making more fair allocations.

Key words: fair allocation behavior, group-based competition, group bias, children

中图分类号: 

  • B844
Aboud, F. E. (2003). The formation of in-group favoritism and out-group prejudice in young children:Are they distinct attitudes? Developmental Psychology, 39(1), 48-60.
Abrams, D., Van de Vyver, J., Pelletier, J., & Cameron, L. (2015). Children’s prosocial behavioural intentions towards outgroup members. British Journal of Developmental Psychology, 33(3), 277-294.
Allport, G. W. (1965). The nature of prejudice.American Jewish Historical Quarterly, 55(1), 107-109.
Baumard, N., Mascaro, O., & Chevallier, C. (2012). Preschoolers are able to take merit into account when distributing goods.Developmental Psychology, 48(2), 492-498.
Blake, P. R., & Mcauliffe, K. (2011). “I had so much it didn't seem fair”: Eight-year-olds reject two forms of inequity. Cognition, 120(2), 215-224.
Böhm, R., & Buttelmann, D. (2017). The impact of resource valence on children’s other-regarding preferences. Developmental Psychology, 53(9), 1656-1665.
Boldry, J. G., & Kashy, D. A. (1999). Intergroup perception in naturally occurring groups of differential status: A social relations perspective.Journal of Personality and Social Psychology, 77(6), 1200-1212.
Brewer, M. B. (1999). The psychology of prejudice:Ingroup love and outgroup hate? Journal of Social Issues, 55(3), 429-444.
Buttelmann, D., & Böhm, R. (2014). The ontogeny of the motivation that underlies in-group bias.Psychological Science, 25(4), 921-927.
Castelli, L., Carraro, L., & Valmori, A. (2021). Group status rapidly shapes preschoolers’ social judgments in minimal group settings. Journal of Experimental Child Psychology, 206, 105102. https://doi.org/10.1016/j.jecp.2021.105102
Chai, Q., & He, J. (2017). Chinese preschoolers’ resource allocation in the face of existing inequality under collaborative and noncollaborative contexts. Developmental Psychology, 53(8), 1494-1500.
Chevallier, C., Xu, J., Adachi, K., van der Henst, J., & Baumard, N. (2015). Preschoolers’ understanding of merit in two Asian societies. PLoS ONE, 10(5), e114717. https://doi.org/10.1371/journal.pone.0114717
Choshen-Hillel, S., Lin, Z., & Shaw, A. (2020). Children weigh equity and efficiency in making allocation decisions:Evidence from the US, Israel, and China. Journal of Economic Behavior & Organization, 179, 702-714.
Cooley, S., & Killen, M. (2015). Children’s evaluations of resource allocation in the context of group norms. Developmental Psychology, 51(4), 554-563.
Corbit, J., Macdougall, H., Hartlin, S., & Moore, C. (2022). The development of intergroup cooperation: Children show impartial fairness and biased care.Frontiers in Psychology, 13, 825987. https://doi.org/10.3389/fpsyg.2022.825987
Cui, X., Bryant, D. M., & Reiss, A. L. (2012). NIRS-based hyperscanning reveals increased interpersonal coherence in superior frontal cortex during cooperation. Neuroimage, 59(3), 2430-2437.
Damon, W. (1975). Early conceptions of positive justice as related to the development of logical operations.Child Development, 46(2), 301-312.
de Dreu, C. K. W. (2010). Social value orientation moderates ingroup love but not outgroup hate in competitive intergroup conflict.Group Processes & Intergroup Relations, 13(6), 701-713.
D'Esterre, A. P., Samuelson, A., & Killen, M. (2022). To punish or exclude? Children’s responses to unfair and fair advantages created in competitive contexts. Cognitive Development, 62, 101168. https://doi.org/10.1016/j.cogdev.2022.101168
Deutsch, M. (1975). Equity, equality, and need:What determines which value will be used as the basis of distributive justice? Journal of Social Issues, 31(3), 137-149.
Elenbaas, L., Rizzo, M. T., Cooley, S., & Killen, M. (2016). Rectifying social inequalities in a resource allocation task.Cognition, 155, 176-187.
Elenbaas, L., & Killen, M. (2016a). How do young children expect others to address resource inequalities between groups?Journal of Experimental Child Psychology, 150, 72-86.
Elenbaas, L., & Killen, M. (2016b). Children rectify inequalities for disadvantaged groups.Developmental Psychology, 52(8), 1318-1329.
Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children.Nature, 454(7208), 1079-1083.
Fehr, E., Glätzle-Rützler, D., & Sutter, M. (2013). The development of egalitarianism, altruism, spite and parochialism in childhood and adolescence.European Economic Review, 64, 369-383.
Friedrich, J. P., & Schmidt, M. F. H. (2022). Preschoolers agree to and enforce prosocial, but not selfish, sharing norms.Journal of Experimental Child Psychology, 214, 105303. https://doi.org/10.1016/j.jecp.2021.105303
Gevaux, N. S. (2019).Children’s ability to navigate competitive contexts: The role of gender and socio-cognitive skills (Master’s thesis dissertation). University of Waterloo.
Guinote, A., Cotzia, I., Sandhu, S., & Siwa, P. (2015). Social status modulates prosocial behavior and egalitarianism in preschool children and adults.Proceedings of the National Academy of Sciences, 112(3), 731-736.
Halevy, N., Bornstein, G., & Sagiv, L. (2008).“In-group love” and “out-group hate” as motives for individual participation in intergroup conflict: A new game paradigm. Psychological Science, 19(4), 405-411.
Halevy, N., Weisel, O., & Bornstein, G. (2012).“In-group love” and “out-group hate” in repeated interaction between groups. Journal of Behavioral Decision Making, 25(2), 188-195.
Hamann, K., Bender, J., & Tomasello, M. (2014). Meritocratic sharing is based on collaboration in 3-year-olds.Developmental Psychology, 50(1), 121-128.
Hildreth, J. A. D., Gino, F., & Bazerman, M. (2016). Blind loyalty? When group loyalty makes us see evil or engage in it.Organizational Behavior and Human Decision Processes, 132, 16-36.
Houser, D., & Schunk, D. (2009). Social environments with competitive pressure:Gender effects in the decisions of German schoolchildren. Journal of Economic Psychology, 30(4), 634-641.
Hu, Y., & Zhu, Y. (2018). Exploring an age difference in preschool children’s competitiveness following a competition. Frontiers in Psychology, 9, 306. https://doi.org/10.3389/fpsyg.2018.00306
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory.Genetic, Social, and General Psychology Monographs, 131(4), 285-358.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning.Educational Researcher, 38(5), 365-379.
Johnson, P. O., & Neyman, J. (1936). Tests of certain linear hypotheses and their application to some educational problems.Statistical Research Memoirs, 1, 57-93.
Jordan, J. J., Mcauliffe, K., & Warneken, F. (2014). Development of in-group favoritism in children’s third-party punishment of selfishness. Proceedings of the National Academy of Sciences, 111(35), 12710-12715.
Kahneman, D., & Tversky, A. (1979). Prospect theory:An analysis of decision under risk. Econometrica, 47(2), 263-291.
Kahneman, D., & Tversky, A. (1984). Choices, values, and frames.The American Psychologist, 39(4), 341-350.
Kanngiesser, P., & Warneken, F. (2012). Young children consider merit when sharing resources with others.PLoS ONE, 7(8), e43979. https://doi.org/10.1371/journal.pone.0043979
Liu, B., Huang, Z., Xu, G., Jin, Y., Chen, Y., Li, X., … Jing, J. (2016). Altruistic sharing behavior in children:Role of theory of mind and inhibitory control. Journal of Experimental Child Psychology, 141, 222-228.
Mulvey, K. L., Hitti, A., Rutland, A., Abrams, D., & Killen, M. (2014). When do children dislike ingroup members? Resource allocation from individual and group perspectives.Journal of Social Issues, 70(1), 29-46.
Nesdale, D., Milliner, E., Duffy, A., & Griffiths, J. A. (2009). Group membership, group norms, empathy, and young children’s intentions to aggress. Aggressive Behavior, 35(3), 244-258.
Nesdale, D., & Flesser, D. (2001). Social identity and the development of children’s group attitudes. Child Development, 72(2), 506-517.
Pappert, A., Williams, A., & Moore, C. (2017). The influence of competition on resource allocation in preschool children.Social Development, 26(2), 367-381.
Piaget, J. (1965).The moral judgment of the child. New York: Free Press.
Reindl, V., Gerloff, C., Scharke, W., & Konrad, K. (2018). Brain-to-brain synchrony in parent-child dyads and the relationship with emotion regulation revealed by fNIRS-based hyperscanning. Neuroimage, 178, 493-502.
Rhodes, M., & Brickman, D. (2011). The influence of competition on children’s social categories. Journal of Cognition and Development, 12(2), 194-221.
Rizzo, M. T., Elenbaas, L., Cooley, S., & Killen, M. (2016). Children’s recognition of fairness and others’ welfare in a resource allocation task: Age related changes. Developmental Psychology, 52(8), 1307-1317.
Rizzo, M. T., Elenbaas, L., & Vanderbilt, K. E. (2020). Do children distinguish between resource inequalities with individual versus structural origins?Child Development, 91(2), 439-455.
Rochat, P., Dias, M. D. G., Liping, G., Broesch, T., Passos-Ferreira, C., Winning, A., & Berg, B. (2009). Fairness in distributive justice by 3- and 5-year-olds across seven cultures.Journal of Cross-Cultural Psychology, 40(3), 416-442.
Rutland, A., Killen, M., & Abrams, D. (2010). A new social-cognitive developmental perspective on prejudice: The interplay between morality and group identity. Perspectives on Psychological Science, 5(3), 279-291.
Rutland, A., & Killen, M. (2017). Fair resource allocation among children and adolescents:The role of group and developmental processes. Child Development Perspectives, 11(1), 56-62.
Sachdev, I., & Bourhis, R. Y. (1991). Power and status differentials in minority and majority group relations.European Journal of Social Psychology, 21(1), 1-24.
Schiller, B., Baumgartner, T., & Knoch, D. (2014). Intergroup bias in third-party punishment stems from both ingroup favoritism and outgroup discrimination.Evolution and Human Behavior, 35(3), 169-175.
Schmidt, M. F. H., Svetlova, M., Johe, J., & Tomasello, M. (2016). Children’s developing understanding of legitimate reasons for allocating resources unequally. Cognitive Development, 37, 42-52.
Schurr, A., & Ritov, I. (2016). Winning a competition predicts dishonest behavior.Proceedings of the National Academy of Sciences, 113(7), 1754-1759.
Shaw, A., Descioli, P., & Olson, K. R. (2012). Fairness versus favoritism in children.Evolution and Human Behavior, 33(6), 736-745.
Shaw, A., Olson, K. R., & Gauthier, I. (2012). Children discard a resource to avoid inequity.Journal of Experimental Psychology: General, 141(2), 382-395.
Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., & Sherif, C. W. (1961).Intergroup conflict and cooperation: The Robbers Cave experiment (Vol. 10). Norman, OK: University Book Exchange.
Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness?Psychological Science, 23(2), 196-204.
Toppe, T., Hardecker, S., & Haun, D. B. M. (2020). Social inclusion increases over early childhood and is influenced by others' group membership. Developmental Psychology, 56(2), 324-335.
Xiao, X., Liu, L., Wu, Y., Liu, L., Xu, L., & Li, Y. (2021). Group bias in children’s rectification of inequality using resources of different values. Social Development, 30(3), 641-662.
Xiao, X., Liu, L., Xu, L., Liu, L., Chen, C., & Li, Y. (2019). Group bias in children’s merit-based resource allocation. Journal of Experimental Child Psychology, 188, 104660. https://doi.org/10.1016/j.jecp.2019.06.013
Xie, D., Pei, M., & Su, Y. (2019).“Favoring my playmate seems fair”: Inhibitory control and theory of mind in preschoolers’ self-disadvantaging behaviors. Journal of Experimental Child Psychology, 184, 158-173.
Yee, M. D., & Brown, R. (1992). Self-evaluations and intergroup attitudes in children aged three to nine.Child Development, 63(3), 619-629.
Yu, J., Zhu, L., & Leslie, A. M. (2016). Children’s sharing behavior in mini-dictator games: The role of in-group favoritism and theory of mind. Child Development, 87(6), 1747-1757.
Zhu, Y., Guan, X., & Li, Y. (2015). The effects of intergroup competition on prosocial behaviors in young children:A comparison of 2.5-3.5 year-olds with 5.5-6.5 year-olds. Frontiers in Behavioral Neuroscience, 9, 16. https://doi.org/10.3389/fnbeh.2015.00016
Zhu, Y., Wang, J., Lv, X., & Li, Y. (2016). Once failed, twice shy:How group-based competition influences risk preference in young children. Journal of Experimental Psychology: General, 145(4), 397-401.
方晓义, 王耘, 白学军. (1992). 儿童合作与竞争行为发展研究综述. 心理发展与教育, 8(1), 38-42.
刘璐, 肖雪, 刘丽莎, 徐良苑, 张旭然, 李燕芳. (2019). 儿童在不同卷入情境下基于资源价值的分配行为特点:内群体偏爱的作用. 心理学报, 51(5), 584-597.
苏彦捷, 谢东杰, 王笑楠. (2019). 认知控制在第三方惩罚中的作用. 心理科学进展, 27(8), 1331-1343.
王笑楠, 郝洋, 苏彦捷. (2019). 竞争和合作对学龄前儿童分配模式的影响:心理理论和抑制控制的作用. 心理发展与教育, 35(4), 385-392.
王笑楠, 苏彦捷. (2019). 平均分配还是按劳分配:学龄儿童分配模式的发展及影响因素. 心理学探新, 39(6), 563-570.
肖雪, 刘璐, 刘丽莎, 徐良苑, 张旭然, 李燕芳. (2021). 内群体偏爱与儿童基于贡献的分配公平性:心理理论的调节作用. 心理发展与教育, 37(4), 498-507.
朱莉琪, 皇甫刚, M. Keller, 牟毅. (2008). 从博弈游戏看儿童经济决策行为的发展. 心理科学进展, 40(4), 402-408.
[1] 崔佳歆, 冯佳佳, 左钰涵, 崔占玲, 周新林. 形状知觉在儿童语言能力中的独立性预测作用[J]. 心理发展与教育, 2024, 40(6): 782-791.
[2] 刘仕凡, 张蓉, 王美芳, 方永超, 赵建设. 长期经历父母体罚儿童的自发推理特点[J]. 心理发展与教育, 2024, 40(5): 616-624.
[3] 刘倩文, 高晗晶, 王振宏. 亲子关系与CLOCK基因rs1801260多态性对学前儿童亲社会行为的交互影响:性别的调节作用[J]. 心理发展与教育, 2024, 40(5): 625-635.
[4] 谢明珺, 孙佳宁, 肖家乐, 弓鑫钰, 林丹华. 从累加到类型视角:儿童期逆境对个体神经生理发展的影响[J]. 心理发展与教育, 2024, 40(5): 737-749.
[5] 张环, 谢忠珖, 王亚丽, 秦锡权, 刘拓. 学龄中期儿童团体创造力的发展特点及其与个体创造力的关系[J]. 心理发展与教育, 2024, 40(4): 468-478.
[6] 牛骅, 王美芳. 父母体罚与儿童执行功能的关系:一项3年的追踪研究[J]. 心理发展与教育, 2024, 40(4): 479-487.
[7] 黄鹤, 王小英. 正念教养与学前儿童问题行为的关系:亲子关系与心理弹性的链式中介[J]. 心理发展与教育, 2024, 40(4): 533-541.
[8] 辛聪, 张曼曼. 自闭症儿童前瞻记忆的影响因素及改善策略[J]. 心理发展与教育, 2024, 40(4): 589-600.
[9] 邓之君, 朱小爽, 张和颐. 远虑解近忧——儿童青少年的未来时间洞察及其影响[J]. 心理发展与教育, 2024, 40(4): 601-608.
[10] 王娟, 刘天碧, 范小月. 象似性手势和指示性手势对自闭症儿童动作相关词汇学习的影响[J]. 心理发展与教育, 2024, 40(3): 367-374.
[11] 储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[12] 刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[13] 梁丹丹, 闫晓民, 葛志林. 4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究[J]. 心理发展与教育, 2024, 40(2): 169-175.
[14] 史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[15] 冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
版权所有 © 2018 《心理发展与教育》编辑部
地址：北京新街口外大街19号北京师范大学院内　 邮政编码：100875
联系电话：010-58807700 E-mail:pdae@bnu.edu.cn
本系统由北京玛格泰克科技发展有限公司设计开发