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

doi:10.16187/j.cnki.issn1001-4918.2021.04.06

摘要/Abstract

摘要： 本研究考察了贡献和内群体偏爱两种分配动机对儿童分配公平性的影响，并探讨了心理理论在其中的作用。通过比较63名6~8岁儿童在不同群体条件下对贡献不同的接受者的分配结果和分配策略的差异，结果发现：（1）在所有群体条件下，儿童都会分配给贡献多的接受者更多的资源，但当外群体成员贡献多且内群体成员贡献少时，儿童也会分配给贡献多的接受者相比于其他群体条件更少的资源，并更多的采用群体关系策略对这一行为作出解释；（2）心理理论能力越高的儿童分配给贡献多的接受者的资源数量受群体关系的影响越小，且使用贡献策略的频率越高，使用群体关系策略的频率越低。这些结果表明6~8岁儿童在资源分配过程中会优先考虑公平动机，且心理理论能力强的儿童更少表现出内群体偏爱。

关键词: 贡献, 公平分配, 内群体偏爱, 心理理论, 儿童

Abstract: The present study aimed to examine how children weigh the conflicting demands of allocating meritoriously and favoring in-groups during resource allocation and further explored the role of theory of mind in children's allocation in the Chinese cultural context. Children aged 6~8 years (N=63) allocated resources between recipients from different groups and with different merits. By comparing children's allocating behaviors and strategies, we found that:(1) Children allocated significantly more than half of the resources to the high-merit person. In addition, children allocated significantly fewer resources to the high-merit person in the "H-out, L-in" condition than in the other three conditions, where they gave more consideration to Group Membership when allocating; (2) Children with a higher level of theory of mind were prone to allocate more resources to the high-merit persons in the "H-out, L-in" condition and reasoned more about Merit but less about Group Membership. Overall, the current study showed that children aged 6~8 years prioritized moral concerns of merit and subordinated social concerns of group bias during resource allocation, but theory of mind could play an important role in overcoming the influence of group bias.

Key words: merit, fair resource allocation, in-group favoritism, theory of mind, children

中图分类号:

B844

肖雪, 刘璐, 刘丽莎, 徐良苑, 张旭然, 李燕芳. 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[J]. 心理发展与教育, 2021, 37(4): 498-507.

XIAO Xue, LIU Lu, LIU Lisha, XU Liangyuan, ZHANG Xuran, LI Yanfang. Group Bias in Children's Merit-based Resource Allocation: The Role of Theory of Mind[J]. Psychological Development and Education, 2021, 37(4): 498-507.

参考文献

Baumard, N., Mascaro, O., & Chevallier, C. (2012). Preschoolers are able to take merit into account when distributing goods. Developmental Psychology, 48(2), 492-498.
Bernhard, H., Fischbacher, U., & Fehr, E. (2006). Parochial altruism in humans. Nature, 442(7105), 912-915.
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/10.137/journal.pone.0114717
Cooley, S., & Killen, M. (2015). Children's evaluations of resource allocation in the context of group norms. Developmental Psychology, 51(4), 554-563.
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.
Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454(7208), 1079-1083.
Hamann, K., Bender, J., & Tomasello, M. (2014). Meritocratic sharing is based on collaboration in 3-year-olds. Developmental Psychology, 50(1), 121-128.
Hsu, M., Anen, C., & Quartz, S. R. (2008). The right and the good:Distributive justice and neural encoding of equity and efficiency. Science, 320(5879), 1092-1095.
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood:A meta-analytic review. Developmental Psychology, 52(8), 1192-1205.
Killen, M., Mulvey, K. L., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor:Morally-relevant theory of mind. Cognition, 119(2), 197-215.
Mcauliffe, K., & Dunham, Y. (2017). Fairness overrides group bias in children's second-party punishment. Journal of Experimental Psychology:General, 146(4), 485-494.
Mulvey, K. L. (2016). Children's reasoning about social exclusion:Balancing many factors. Child Development Perspectives, 10(1), 22-27.
Rizzo, M. T., Cooley, S., Elenbaas, L., & Killen, M. (2018). Young children's inclusion decisions in moral and social-conventional group norm contexts. Journal of Experimental Child Psychology, 165, 19-36.
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.
Rizzo, M. T., & Killen, M. (2018). Theory of mind is related to children's resource allocations in gender stereotypic contexts. Developmental Psychology, 54(3), 510-520.
Rochat, P., Dias, M. D. G., Guo, L., 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.
Sheskin, M., Nadal, A., Croom, A., Mayer, T., Nissel, J., & Bloom, P. (2016). Some equalities are more equal than others:Quality equality emerges later than numerical equality. Child Development, 87(5), 1520-1528.
Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness? Psychological Science, 23(2), 196-204.
Sullivan, K., Zaitchik, D., & Tagerflusberg, H. (1994). Preschoolers can attribute second-order beliefs. Developmental Psychology, 30(3), 395-402.
Tajfel, H., Billig, M. G., Bundy, R. P., & Flament, C. (1971). Social categorization and intergroup behaviour. European Journal of Social Psychology, 1(2), 149-178.
Wu, Z., & Gao, X. (2018). Preschoolers' group bias in punishing selfishness in the Ultimatum Game. Journal of Experimental Child Psychology, 166, 280-292.
Xie, W., Ho, B., Meier, S., & Zhou, X. (2017). Rank reversal aversion inhibits redistribution across societies. Nature Human Behaviour, 1(8), 142.
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.
陈童, 伍珍. (2017). 儿童的分配公平性:心理理论的作用. 心理科学进展, 25(8), 1299-1309.
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.
刘文, 张雪, 张玉, 俞睿玮. (2017). 4~8岁儿童公平认知与行为差距:社会比较的作用. 心理学报, 49(12), 1504-1512.
王斯, 苏彦捷. (2013). 从理解到使用:心理理论与儿童不同情境中的分配公平性. 心理学报, 45(11), 1242-1250.
谢东杰, 路浩, 苏彦捷. (2018). 学龄前儿童分配模式的传递效应:心理理论和共情的作用. 心理学报, 50(9), 1018-1028.
谢文澜, 汪祚军, 王霏, 张林. (2013). 合作行为的产生机制及影响因素——基于进化心理学视角下的探讨. 心理科学进展, 21(11), 2057-2063.
张雪, 刘文, 朱琳, 张玉. (2014). 基于贡献原则的幼儿分配公平性. 心理科学进展, 22(11), 1740-1746.

相关文章 15

[1]	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.
[2]	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.
[3]	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.
[4]	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.
[5]	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.
[6]	赵京伟, 陈晓旭, 任立文, 耿喆, 徐夫真. 父母心理控制与小学儿童焦虑：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 93-102.
[7]	朱娜平, 刘雁伶, 熊红梅, 赵攀. “公无远近”有早晚:不同资源分配情境中儿童公平规范执行行为发展特点[J]. 心理发展与教育, 2023, 39(6): 772-780.
[8]	颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[9]	任立文, 马原驰, 张清瑶, 张玲玲, 徐夫真. 父母心理控制与儿童学校适应的关系:基于交叉滞后的分析[J]. 心理发展与教育, 2023, 39(5): 635-644.
[10]	李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[11]	银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.
[12]	赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[13]	张玉平, 董琼, 宋爽, 舒华. 小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J]. 心理发展与教育, 2023, 39(2): 210-218.
[14]	李君, 王悦, 陈夏妮, 李莹. 二语学习对汉语学龄儿童认知控制与词汇通达的作用——年龄和二语熟练程度的影响[J]. 心理发展与教育, 2023, 39(2): 219-227.
[15]	鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed