Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Teresa Landwehrmann, Markus Paulus, Natalie Christner
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引用次数: 0

Abstract

How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.
学龄前儿童对残疾代理人的资源分配和排斥推理
对于奉行包容性和个人权利原则的社会来说,如何在不同能力的人之间公平行事是一个挑战。这就提出了一个问题:儿童是否承认其他残疾人的需求,以及他们如何推理出具有包容性的群体决策。本研究考察了 3-6 岁儿童在分配资源时是否会不平等地惠及身体或行为残疾的他人,以及儿童是如何推理其分配的。此外,我们还调查了儿童对于即使权威人士不建议残疾人士参加集体活动,他们也是否应该参加的决定和理由。结果表明,学龄前儿童将残疾视为公平分配的理由,即使权威人士的建议无效,他们也会主张包容残疾人士。这说明,在要求分配资源时,儿童会考虑到残疾人的需求。我们的研究结果表明,儿童认为全纳是一种道德关怀。
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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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