Fair Resource Allocation Among Children and Adolescents: The Role of Group and Developmental Processes

Child Development Perspectives

Volumn 11, Issue 1, 2017, Pages 56-62

  Rutland, Adam ^a   Killen, Melanie ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF MARYLAND   (United States)

Author keywords

group processes; morality; resource allocation

Indexed keywords

EID: 85006041873     PISSN: 17508592     EISSN: 17508606     Source Type: Journal    
DOI: 10.1111/cdep.12211     Document Type: Article

References (43)

1. Piaget, J. (1932). The moral judgment of the child. New York, NY: Free Press.
2. Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge, UK: Cambridge University Press.
3. Killen, M., Elenbaas, L., & Rutland, A. (2015). Balancing the fair treatment of others while preserving group identity and autonomy. Human Development, 58, 253–272. doi:10.1159/000444151
4. Rutland, A., Killen, M., & Abrams, D. (2010). A new social-cognitive developmental perspective on prejudice: The interplay between morality and group identity. Perspectives on Psychological Science, 5, 279–291. doi:10.1177/1745691610369468
5. Killen, M., & Rutland, A. (2011). Children and social exclusion: Morality, prejudice and group identity. Oxford, UK: Wiley-Blackwell.
6. Paulus, M., & Moore, C. (2014). The development of recipient-dependent sharing behavior and sharing expectations in preschool children. Developmental Psychology, 50, 914–921. doi:10.1037/a0034169
7. Ruble, D. N., Alvarez, J., Bachman, M., Cameron, J., Fuligni, A., & Coll, C. G. (2004). The development of a sense of “we”: The emergence and implications of children's collective identity. In M. Bennett & F. Sani (Eds.), The development of the social self (pp. 29–76). New York, NY: Psychology Press.
8. Newheiser, A., Dunham, Y., Merrill, A., Hoosain, L., & Olson, K. R. (2014). Preference for high status predicts implicit outgroup bias among children from low-status groups. Developmental Psychology, 50, 1081–1090. doi:10.1037/a0035054
9. Tajfel, H. (1979). Individuals and groups in social psychology. British Journal of Social & Clinical Psychology, 18, 183–190. doi:10.1111/j.2044-8260.1979.tb00324.x
10. Brown, R. J. (1988). Group processes: Dynamics within and between groups. Oxford, UK: Blackwell.
11. Abrams, D., & Rutland, A. (2008). The development of subjective group dynamics. In S. Levy & M. Killen (Eds.), Intergroup attitudes and relations in childhood through adulthood (pp. 47–65). Oxford, UK: Oxford University Press.
12. Rutland, A., Hitti, A., Mulvey, K. L., Abrams, D., & Killen, M. (2015). When does the in-group like the out-group? Bias among children as a function of group norms. Psychological Science, 26, 834–842. doi:10.1177/0956797615572758
13. Bigler, R. S., Spears Brown, C. S., & Markell, M. (2001). When groups are not created equal: Effects of group status on the formation of intergroup attitudes in children. Child Development, 72, 1151–1162. doi:10.1111/1467-8624.00339
14. Nesdale, D., & Flesser, D. (2001). Social identity and the development of children's group attitudes. Child Development, 72, 506–517. doi:10.1111/1467-8624.00293
15. Nesdale, D., Durkin, K., Maass, A., & Griffiths, J. (2005). Threat, group identification, and children's ethnic prejudice. Social Development, 14, 189–205. doi:10.1111/j.1467-9507.2005.00298.x
16. Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005). Social norms and self-presentation: Children's implicit and explicit intergroup attitudes. Child Development, 76, 451–466. doi:10.1111/j.1467-8624.2005.00856.x
17. McGuire, L., Rutland, A., & Nesdale, D. (2015). Peer group norms and accountability moderate the effect of school norms on children's intergroup attitudes. Child Development, 86, 1290–1297. doi:10.1111/cdev.12388
18. Rutland, A., Brown, R. J., Cameron, L., Ahmavaara, A., Arnold, K., & Samson, J. (2007). Development of the positive-negative asymmetry effect: In-group exclusion norm as a mediator of children's evaluations on negative attributions. European Journal of Social Psychology, 37, 171–190. doi:10.1002/ejsp.342
19. Horn, S. S. (2006). Group status, group bias, and adolescents' reasoning about the treatment of others in school contexts. International Journal of Behavioral Development, 30, 208–218. doi:10.1177/0165025406066721
20. Warneken, F., & Tomasello, M. (2013). The emergence of contingent reciprocity in young children. Journal of Experimental Child Psychology, 116, 338–350. doi:10.1016/j.jecp.2013.06.002
21. Smetana, J. G., Jambon, M., & Ball, C. (2014). The social domain approach to children's moral and social judgments. In M. Killen & J. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 23–45). New York, NY: Psychology Press.
22. Schmidt, M. F. H., & Tomasello, M. (2012). Young children enforce social norms. Current Directions in Psychological Science, 21, 232–236. doi:10.1177/0963721412448659
23. Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: Intergroup processes, social-cognitive development and moral reasoning. Social Issues and Policy Review, 9, 121–154. doi:doi.org/10.1111/sipr.12012
24. Nesdale, D. (2004). Social identity processes and children's ethnic prejudice. In M. Bennett & F. Sani (Eds.), The development of the social self (pp. 219–245). Hove, UK: Sage.
25. Killen, M. (2007). Children's social and moral reasoning about exclusion. Current Directions in Psychological Science, 16, 32–36. doi:10.1111/j.1467-8721.2007.00470.x
26. Turiel, E. (2002). The culture of morality: Social development, context, and conflict. New York, NY: Cambridge University Press.
27. Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454, 1079–1083. doi:10.1038/nature07155
28. Leman, P. J., Keller, M., Takezawa, M., & Gummerum, M. (2009). Children's and adolescents' decisions about sharing money with others. Social Development, 18, 711–727. doi:10.1111/j.1467-9507.2008.00486.x
29. Renno, M. P., & Shutts, K. (2015). Children's social category-based giving and its correlates: Expectations and preferences. Developmental Psychology, 51, 533–543. doi:10.1037/a0038819
30. Plötner, M., Over, H., Carpenter, M., & Tomasello, M. (2015). The effects of collaboration and minimal-group membership on children's prosocial behavior, liking, affiliation, and trust. Journal of Experimental Child Psychology, 139, 161–173. doi:10.1016/j.jecp.2015.05.008
31. Cooley, S., & Killen, M. (2015). Children's evaluations of resource allocation in the context of group norms. Developmental Psychology, 51, 554–563. doi:10.1037/a0038796
32. Mulvey, K. L., Buchheister, K., & McGrath, K. (2016). Evaluations of intergroup resource allocations: The role of theory of mind. Journal of Experimental Child Psychology, 142, 203–211. doi:10.1016/j.jecp.2015.10.002
33. Abrams, D., Rutland, A., Pelletier, J., & Ferrell, J. (2009). Children's group nous: Understanding and applying peer exclusion within and between groups. Child Development, 80, 224–243. doi:10.1111/j.1467-8624.2008.01256.x
34. Rutland, A. (2013). How do children learn to actively control their explicit biases: The role of recursive reasoning about mental states and group norms? In M. R. Banaji & S. A. Gelman (Eds.), Navigating the social world: What infants, children, and other species can teach us (pp. 336–340). New York, NY: Oxford University Press.
35. FitzRoy, S., & Rutland, A. (2010). Learning to control ethnic intergroup bias in childhood. European Journal of Social Psychology, 40, 679–693. doi:10.1002/ejsp.746
36. Malti, T., & Ongley, S. F. (2014). The development of moral emotions and moral reasoning. In M. Killen & J. Smetana (Eds.), Handbook of moral development (2nd ed., pp. 163–183). New York, NY: Psychology Press.
37. Mulvey, K. L., Hitti, A., Rutland, A., Abrams, D., & Killen, M. (2014). When do children dislike in-group members?: Resource allocation from individual and group perspectives. Journal of Social Issues, 70, 29–46. doi:10.1111/josi.12045
38. McGuire, L., Rutland, A., Rizzo, M., & Killen, M. (2016, September). How group and generic norms affect childrens' and adolescents' resource allocation decisions. Paper presented at the British Psychological Society Developmental Section Annual Conference, Belfast, UK.
39. Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2013). Development of intra- and intergroup judgments in the context of moral and social-conventional norms. Child Development, 84, 1063–1080. doi:10.1111/cdev.12011
40. Ridgeway, C. (2014). What status matters for inequality. American Sociological Review, 70, 1–16. doi:10.1177/0003122413515997
41. Elenbaas, L., & Killen, M. (2016). Children rectify inequalities for disadvantaged groups. Developmental Psychology, 52, 1318–1329. doi:10.1037/dev0000154
42. Rizzo, M. T., & Killen, M. (2016). Children's understanding of equity in the context of inequality. British Journal of Developmental Psychology, 34, 569–58. doi:10.1111/bjdp.12150
43. Scheffler, S. (2015). The practice of equality. In C. Fourie, F. Schuppert, & I. Wallimann-Helmer (Eds.), Social equality: On what it means to be equals (pp. 21–44). Oxford, UK: Oxford University Press.