View in EDS

To punish or exclude? Children's responses to unfair and fair advantages created in competitive contexts.

Saved in:
Bibliographic Details
Title: To punish or exclude? Children's responses to unfair and fair advantages created in competitive contexts.
Authors: D'Esterre, Alexander P.1 (AUTHOR) desterre@umd.edu, Samuelson, Arvid1 (AUTHOR), Killen, Melanie1 (AUTHOR)
Source: Cognitive Development. Apr2022, Vol. 62, pN.PAG-N.PAG. 1p.
Subject Terms: *Discipline of children, *Group identity, *Age groups, Ingroups (Social groups)
Abstract: To determine whether children will exclude or punish a peer who creates an unfair advantage in an intergroup team context, four- to ten-year-old participants (N = 120, M age = 6.87) were assigned a team membership and evaluated unintentional and intentional unfair advantages created by a character. Children were more likely to endorse punishment and exclusion responses when reasoning about an opponent than a teammate. This difference between groups was not observed when in-group and out-group members reasoned about punishing a character who intentionally created an unfair advantage. Older children were less likely to endorse exclusion than younger participants. Further, older children and in-group members utilized punishment more frequently than exclusion. Taken together this demonstrates that the group identity and the age of the child influences the ways in which children endorse responses to transgressions. These findings increase our understanding regarding children's conceptions of fairness responses to transgressions in intergroup contexts. • Children endorsed punishment and exclusion for out-group members more than in-group. • In-group and out-group punished equally for intentional transgressions. • Exclusion endorsement differed by group identity more than punishment. • Children's responses utilized intentions, group identity, and group functioning. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Development is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:To determine whether children will exclude or punish a peer who creates an unfair advantage in an intergroup team context, four- to ten-year-old participants (N = 120, M age = 6.87) were assigned a team membership and evaluated unintentional and intentional unfair advantages created by a character. Children were more likely to endorse punishment and exclusion responses when reasoning about an opponent than a teammate. This difference between groups was not observed when in-group and out-group members reasoned about punishing a character who intentionally created an unfair advantage. Older children were less likely to endorse exclusion than younger participants. Further, older children and in-group members utilized punishment more frequently than exclusion. Taken together this demonstrates that the group identity and the age of the child influences the ways in which children endorse responses to transgressions. These findings increase our understanding regarding children's conceptions of fairness responses to transgressions in intergroup contexts. • Children endorsed punishment and exclusion for out-group members more than in-group. • In-group and out-group punished equally for intentional transgressions. • Exclusion endorsement differed by group identity more than punishment. • Children's responses utilized intentions, group identity, and group functioning. [ABSTRACT FROM AUTHOR]
ISSN:08852014
DOI:10.1016/j.cogdev.2022.101168