学龄前儿童在群体背景下的分配公平性发展  

Children’s Reciprocal Behavior towards Unfair Resource Allocation in Group Context

作　　者：宋童宇 戴正清[1] 

机构地区：[1]武汉大学,湖北 武汉

出　　处：《心理学进展》2022年第12期4338-4348,共11页Advances in Psychology

摘　　要：分配公平性是指个体采用何种公平原则对资源进行分配,本研究旨在考察不同分配情境下儿童基于所拥有的资源数量条件而进行的分配行为的特点以及内群体偏爱在其中的作用。30名4~6岁儿童与来自不同内、外群体的两个剪贴画儿童完成给予游戏,并进行主观偏好判断和资源分配任务,结果发现儿童分配行为表现出了内群体偏爱效应,儿童在资源不可等分情况下,采用贡献原则进行分配,在资源可等分情况下,采用等分原则进行分配。4~6岁儿童处于以自我为中心的绝对变量(我得到了多少?)转向使用以他人为中心的比例变量(他们能给我多少?)的过渡阶段。综上可见,儿童在进行分配时,已可以考虑到群体、拥有的资源以及他人的贡献而采用不同的分配原则。Distributive fairness refers to the principle of fairness adopted by individuals to allocate resources. This study aims to investigate the characteristics of children’s distributive behavior based on their own resource conditions and the role of in-group preference in different allocation situations. 30 children aged 4~6 years with two children from different internal and external groups completed give game, and performed subjective preference judgment and resource allocation tasks. The results show that children’s allocation behavior shows the effect of in-group preference. When the resources are not equally divided, the principle of contribution is adopted for allocation, and when the resources are equally divided, the principle of equal division is adopted for allocation. Children between 4 and 6 years old are in the transition from egocentric absolute variables (how much do I get?) to the use of other-centric proportional variables (how much can they give me?). To sum up, it can be seen that when children are allocated, they can adopt different allocation principles taking into account the group, the resources they have and the contributions of others.

关 键 词：分配公平性 公平原则 内群体偏爱 分配比例 等分偏好 

分 类 号：B844.1[哲学宗教—发展与教育心理学]