Show simple item record

dc.contributor.authorBaumard, Nicolas
dc.contributor.authorMascaro, Olivier
dc.contributor.authorChevallier, Coralie
dc.date.available2022-03-29T09:11:10Z
dc.date.issued2012
dc.identifier.issn0012-1649
dc.identifier.doihttps://doi.org/10.1037/a0026598
dc.identifier.urihttp://hdl.handle.net/20.500.14018/11694
dc.description.abstractClassic studies in developmental psychology demonstrate a relatively late development of equity, with children as old as 6 or even 8 to 10 years failing to follow the logic of merit—that is, giving more to those who contributed more. Following Piaget, these studies have been taken to indicate that judgements of justice develop slowly and follow a stage-like progression starting off with simple rules (e.g., equality: everyone receives the same) and only later on in development evolving into more complex ones (e.g., equity: distributions match contributions). Here, we report two experiments with 3- and 4-year-old children (N = 195) that contradict this constructivist account. Our results demonstrate that children as young as three years old are able to take merit into account by distributing tokens according to individual contributions but that this ability may be hidden by a preference for equality.
dc.language.isoeng
dc.titlePreschoolers are able to take merit into account when distributing goods
dc.typeJournal article
dc.source.journaltitleDevelopmental Psychology
dc.source.volume48
dc.source.issue2
dc.source.spage492
dc.source.epage498
refterms.dateFOA2022-03-29T09:11:10Z
dc.contributor.unitDepartment of Cognitive Science


Files in this item

Thumbnail
Name:
baumardmascarochevallier2012pr ...
Size:
357.7Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record