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INTRODUCTIONNumerous studies have investigated the ways in which children distribute resources to others and how children interpret the ways others distribute resources (e.g., Damon, 1975; Shaw & Olson, 2012). For example, infants and toddlers prefer to distribute resources by giving the same number of resources to recipients; they also expect others to do the same (e.g., Buyukozer Dawkins et al., 2019; Geraci & Surian, 2011; Geraci et al., 2022; Schmidt & Sommerville, 2011; Sloane et al., 2012). Infants and toddlers also appreciate that individuals who distribute resources equally should be praised or rewarded (e.g., DesChamps et al., 2016; Meristo & Surian, 2013; Ziv et al., 2021), much like they appreciate the merit of other forms of prosocial behavior (e.g., Geraci, 2021; Geraci & Surian, 2021; Hamlin et al., 2011; Paulus et al., 2020; Surian & Franchin, 2017).For the most part, children's appreciation of fairness has come from studying distributive behavior. For example, when children observe resources distributed among others, do they prefer equal or equitable distributions? We define equal distributions as ones in which recipients are given the same number of resources. We define equitable distributions, in contrast, as ones in which recipients end up with or move toward having the same amount of resources, or
Developmental Science – Wiley
Published: May 1, 2023
Keywords: children's prosocial behavior; rectifying inequities; resource collection
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