Meritocratic Sharing Is Based on Collaboration in 3-Year-Olds

Autor/inn/en	Hamann, Katharina; Bender, Johanna; Tomasello, Michael
Titel	Meritocratic Sharing Is Based on Collaboration in 3-Year-Olds
Quelle	In: Developmental Psychology, 50 (2014) 1, S.121-128 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032965
Schlagwörter	Preschool Children; Cooperative Learning; Sharing Behavior; Moral Development; Justice; Games; Social Cognition; Foreign Countries; Teamwork; Childhood Attitudes; Toddlers; Germany + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kooperatives Lernen; Moralische Entwicklung; Gerechtigkeit; Game; Spiel; Spiele; Soziale Kognition; Ausland; Infant; Infants; Toddler; Kleinkind; Deutschland
Abstract	The present study investigated young preschoolers' proportional allocation of rewards in 2 different work contexts. We presented 32 pairs of 3.5-year-old peers with a collaborative task to obtain rewards by pulling ropes. In order to establish differences in work input, 1 child's rope was not immediately accessible but had to be retrieved from the apparatus by means of a specific tool, while the other child had no such additional work to do. The result of the game was that 1 individual received 1 toy and the other received 3 toys. In the Deserving condition, the working child received the 3 toys (thus work and reward matched), whereas in the Undeserving condition, the other child received the 3 toys (he or she was overpaid, and the working child was underpaid). Another 32 dyads participated in a noncollaborative, parallel work task, again in a Deserving condition and an Undeserving condition. On average, children with 3 toys shared with their partner more in the Undeserving condition than in the Deserving condition after collaboration but not in a parallel work setup. These results suggest that young children take merit into account in distributing resources at a much younger age than previously believed and that peer collaboration is an especially facilitative context for children's attention to norms of fairness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01