Perspective taking as a mechanism for children’s developing preferences for equitable distributions

Abstract How do young children develop a concept of equity? Infants prefer dividing resources equally and expect others to make such distributions. Between the ages of 3–8, children begin to exhibit preferences to avoid inequitable outcomes in their distributions, dividing resources unequally if the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	David M. Sobel, Jayd Blankenship
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/120ecd88bec2409b820f2327d61a85d4
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:120ecd88bec2409b820f2327d61a85d4
record_format	dspace
spelling	oai:doaj.org-article:120ecd88bec2409b820f2327d61a85d42021-12-02T13:20:22ZPerspective taking as a mechanism for children’s developing preferences for equitable distributions10.1038/s41598-021-84968-22045-2322https://doaj.org/article/120ecd88bec2409b820f2327d61a85d42021-03-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-84968-2https://doaj.org/toc/2045-2322Abstract How do young children develop a concept of equity? Infants prefer dividing resources equally and expect others to make such distributions. Between the ages of 3–8, children begin to exhibit preferences to avoid inequitable outcomes in their distributions, dividing resources unequally if the result of that distribution is a more equitable outcome. Four studies investigated children’s developing preferences for generating equitable distributions, focusing on the mechanisms for this development. Children were presented with two characters with different amount of resources, and then a third character who will distribute more resources to them. Three- to 8-year-olds were asked whether the third character should give an equal number of resources to the recipients, preserving the inequity, or an unequal number to them, creating an equitable outcome. Starting at age 7, children showed a preference for equitable distributions (Study 1, N = 144). Studies 2a (N = 72) and 2b (N = 48) suggest that this development is independent of children’s numerical competence. When asked to take the perspective of the recipient with fewer resources, 3- to 6-year-olds were more likely to make an equitable distribution (Study 3, N = 122). These data suggest that social perspective taking underlies children’s prosocial actions, and supports the hypothesis that their spontaneous capacity to take others’ perspectives develops during the early elementary-school years.David M. SobelJayd BlankenshipNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-8 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q David M. Sobel Jayd Blankenship Perspective taking as a mechanism for children’s developing preferences for equitable distributions
description	Abstract How do young children develop a concept of equity? Infants prefer dividing resources equally and expect others to make such distributions. Between the ages of 3–8, children begin to exhibit preferences to avoid inequitable outcomes in their distributions, dividing resources unequally if the result of that distribution is a more equitable outcome. Four studies investigated children’s developing preferences for generating equitable distributions, focusing on the mechanisms for this development. Children were presented with two characters with different amount of resources, and then a third character who will distribute more resources to them. Three- to 8-year-olds were asked whether the third character should give an equal number of resources to the recipients, preserving the inequity, or an unequal number to them, creating an equitable outcome. Starting at age 7, children showed a preference for equitable distributions (Study 1, N = 144). Studies 2a (N = 72) and 2b (N = 48) suggest that this development is independent of children’s numerical competence. When asked to take the perspective of the recipient with fewer resources, 3- to 6-year-olds were more likely to make an equitable distribution (Study 3, N = 122). These data suggest that social perspective taking underlies children’s prosocial actions, and supports the hypothesis that their spontaneous capacity to take others’ perspectives develops during the early elementary-school years.
format	article
author	David M. Sobel Jayd Blankenship
author_facet	David M. Sobel Jayd Blankenship
author_sort	David M. Sobel
title	Perspective taking as a mechanism for children’s developing preferences for equitable distributions
title_short	Perspective taking as a mechanism for children’s developing preferences for equitable distributions
title_full	Perspective taking as a mechanism for children’s developing preferences for equitable distributions
title_fullStr	Perspective taking as a mechanism for children’s developing preferences for equitable distributions
title_full_unstemmed	Perspective taking as a mechanism for children’s developing preferences for equitable distributions
title_sort	perspective taking as a mechanism for children’s developing preferences for equitable distributions
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/120ecd88bec2409b820f2327d61a85d4
work_keys_str_mv	AT davidmsobel perspectivetakingasamechanismforchildrensdevelopingpreferencesforequitabledistributions AT jaydblankenship perspectivetakingasamechanismforchildrensdevelopingpreferencesforequitabledistributions
_version_	1718393194235822080

Perspective taking as a mechanism for children’s developing preferences for equitable distributions

Ejemplares similares