Mulvey Kelly Lynn, Buchheister Kelley, McGrath Kathleen
University of South Carolina, Columbia, SC 29208, USA.
University of South Carolina, Columbia, SC 29208, USA.
J Exp Child Psychol. 2016 Feb;142:203-11. doi: 10.1016/j.jecp.2015.10.002. Epub 2015 Oct 31.
The purpose of this study was to investigate the relations between children's social cognitive skills and their evaluations of resource allocations in intergroup contexts (N=73, 3-6years of age). Participants evaluated three snack-time resource allocation scenarios (self-disadvantaged, self-advantaged, and other-disadvantaged) in either a school ingroup or outgroup context. They evaluated the acceptability of the resource allocation and provided reasoning about their evaluation. Participants who had false belief theory of mind (FB ToM) competence were more likely than participants who did not have FB ToM to evaluate inequality as unacceptable. In addition, participants without FB ToM evaluated unequal allocations to another child as more okay in an outgroup condition than participants with FB ToM. Participants reasoned about their allocations differently depending on the context. Results reveal the importance of FB ToM for recognizing unfair resource allocations, especially in intergroup contexts.
本研究的目的是调查儿童的社会认知技能与他们在群体间情境中对资源分配的评价之间的关系（N = 73，3至6岁）。参与者在学校内群体或外群体情境中评估了三种零食时间的资源分配场景（自我劣势、自我优势和他人劣势）。他们评估了资源分配的可接受性，并对自己的评价提供了理由。具有错误信念心理理论（FB ToM）能力的参与者比没有FB ToM的参与者更有可能将不平等评价为不可接受。此外，没有FB ToM的参与者在群体外条件下比有FB ToM的参与者更认为对另一个孩子的不平等分配是可以接受的。参与者根据情境对他们的分配理由进行了不同的推理。结果揭示了FB ToM对于识别不公平资源分配的重要性，尤其是在群体间情境中。
