Preschoolers’ in-group bias promotes altruistic sharing and reduces second-party punishment: The role of theory of mind

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology Pub Date : 2024-07-20 DOI:10.1016/j.jecp.2024.106015

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Abstract

This study examines how in-group bias affects altruistic sharing and second-party punishment in preschoolers and the role of theory of mind (ToM) in in-group bias. Preschoolers aged 4 to 7 years (N = 309; 160 girls) were asked to share resources with an in-group member and an out-group member (Dictator Game) and to reject or accept an unequal allocation proposed by an in-group member and an out-group member (Ultimatum Game). The results showed that preschoolers shared more resources with, and tolerated more unfair behaviors from, in-group members. ToM influenced the in-group bias in both altruistic sharing and second-party punishment. Notably, children’s degree of in-group favoritism in altruistic sharing was positively related to the second-party punishment children imposed on out-group members. However, this pattern was found only among children who had acquired first-order ToM. This study reveals the developmental patterns of preschoolers’ in-group bias in altruistic sharing and second-party punishment and the effects of ToM on in-group bias.

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学龄前儿童的群体内偏好会促进利他主义分享并减少第二方惩罚：心智理论的作用

本研究探讨了群体内偏见如何影响学龄前儿童的利他主义分享和第二方惩罚，以及心智理论（ToM）在群体内偏见中的作用。研究要求 4 至 7 岁的学龄前儿童（N = 309；160 名女孩）与本群体成员和外群体成员分享资源（独裁者游戏），并拒绝或接受本群体成员和外群体成员提出的不平等分配（最后通牒游戏）。结果表明，学龄前儿童与本群体成员分享了更多的资源，并容忍了本群体成员更多的不公平行为。在利他主义分享和第二方惩罚中，ToM 都会影响内群体偏向。值得注意的是，儿童在利他主义分享中的群体内偏好程度与儿童对群体外成员实施的第二方惩罚呈正相关。然而，这种模式仅在已掌握一阶 ToM 的儿童中发现。本研究揭示了学龄前儿童在利他主义分享和第二方惩罚中的群体内偏向的发展模式，以及 ToM 对群体内偏向的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Experimental Child Psychology Multiple-

CiteScore

4.50

自引率

7.70%

发文量

190

期刊介绍： The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.