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Access Type

Campus-Only Access for One (1) Year

Document Type

thesis

Embargo Period

5-13-2023

Degree Program

Psychology

Degree Type

Master of Science (M.S.)

Year Degree Awarded

2022

Month Degree Awarded

May

Abstract

Children have an early-emerging expectation that resources should be divided fairly amongst agents, yet their behavior does not begin to align with these expectations until later in development. This dissociation between knowledge and behavior raises important questions about the mechanisms that encourage children to behave how they know they should behave. Here I tested whether explicitly invoking fairness norms encourages costly fair decisions in 4- to 9-year-old-children. I examine children’s responses to unequal resource allocations in the Inequity Game by varying the direction of inequity (advantageous versus disadvantageous inequity) and normative information (to be fair or to act autonomously). The results show children are more likely to reject advantageous allocation in the Fairness norm condition than in the Autonomous norm condition, but I did not see this difference when children are presented with disadvantageous allocations. This study showcases children’s costly fairness norm enforcement as a flexible process, one that can be brought in and out of alignment with their knowledge of fairness by shining a spotlight on how one ought to behave.

DOI

https://doi.org/10.7275/28419951

First Advisor

Tara Mandalaywala

Second Advisor

Katherine McAuliffe

Third Advisor

Allecia Reid

Fourth Advisor

. Evelyn Mercado

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Available for download on Saturday, May 13, 2023

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