One of the most remarkable features of human societies is our ability to cooperate with each other. However, the benefits of cooperation are not extended to everyone. Indeed, another hallmark of human societies is a division between us and them. Favoritism toward members of our group can result in a loss of empathy and greater tolerance of harm toward those outside our group. The current study sought to investigate how in-group bias impacts the developmental emergence of concerns for fairness and (...) care. We investigated the impact of in-group bias on decisions related to care and fairness in children. Participants made decisions about how to allocate resources between themselves and a peer who was either an in-group or out-group member. In decisions related to care, participants were given two trial types on which they could decide whether to give or throw away a positive or negative resource. In decisions related to fairness participants and peer partners each received one candy and participants decided whether to allocate or throw away an extra candy. If the extra candy was distributed it would place either the participant or their recipient at a relative advantage, whereas if the extra candy was thrown away the distribution would be equal. We found that on fairness trials children’s tendency to allocate resources was similar toward in-group and out-group recipients. Furthermore, children’s tendency to allocate resources changed with age such that younger participants were more likely to allocate extra candies to themselves, whereas older participants were more likely to allocate extra candies to their recipient. On trials related to care we did observe evidence of in-group bias. While distribution of positive resources was greater than negative resources for both in-group and out-group recipients, participants distributed negative resources to out-group recipients more often compared to in-group recipients, a tendency that was heightened for young boys. This pattern of results suggests that fairness and care develop along distinct pathways with independent motivational supports. (shrink)

The present study examined how two- to four-year-old preschoolers in Singapore (N = 202) balance fairness and ingroup loyalty in resource distribution. Specifically, we investigated whether children would enact fair distributions as defined by an equality rule, or show partiality toward their ingroup when distributing resources, and the conditions under which one distributive strategy may take precedence over the other. In Experiment 1, children distributed four different pairs of toys between two puppets. In the Group condition, one puppet was assigned (...) to the same group as the child while the other puppet was assigned to a different group using colored stickers in a minimal group paradigm; in the No Group condition, no group assignments were made. Children’s distributions in each condition were assessed for whether the toys were fairly (equally) distributed or unfairly (unequally) distributed in favor of either puppet. Experiment 2 was identical to Experiment 1, except that a third identical toy was introduced following the distribution of each toy pair. Distributions were separately assessed for whether the first two toys were fairly (equally) distributed or unfairly (unequally) distributed in favor of either puppet, and whether children distributed the third toy to the ingroup or outgroup puppet. Overall, the vast majority of children abided by an equality rule when resources were precisely enough to be shared between recipients, but distributed favorably to the ingroup member when there was limited resource availability. We found that fairness trumped ingroup loyalty except in resource distribution involving limited resources. Our findings are consistent with findings from other resource distribution studies with preschoolers and similar studies measuring young infants’ expectations of distributive behaviors in third-party observations. Taken together, there is evidence suggesting stability in the development of knowledge to behavior in the subdomains of fairness and ingroup loyalty. (shrink)

Previous studies have explored children’s intergroup resource allocation in the context of preexisting intergroup resource inequality. However, resource inequality between social groups often originates from different factors. This study explored the role of the origins of resource inequality on children’s intergroup resource allocations. In experiment 1, when there was no explicit origin of the intergroup inequality, children of different ages mainly allocated resources in an equal way and 5- to 6-year-olds showed ingroup bias. In experiment 2, we examined the influence (...) of different origins of intergroup inequality and found that 5- to 6-year-olds perpetuated intergroup inequality when resource inequality was based on either a structural or an internal factor. However, 10- to 11-year-olds rectified inequality or allocated equally when intergroup inequality was based on regional disparity and perpetuated resource inequality when intergroup inequality was based on performance difference. The origins of inequality appear to play an important role in children’s intergroup resource allocations, and older children can distinguish different origins of intergroup inequality in resource allocation. (shrink)

Tomasello’s A Natural History of Morality is novel, compelling, and comprehensive. Drawing on past and current research in developmental psychology, as well as moral philosophy, I make the following points: (1) cooperation is a significant major hallmark of early human sociality but is also the foundation for antagonistic goals designed to enhance one’s own group’s benefit at the cost of due justice to others; (2) interdependence coexists with independent autonomous thinking, which is necessary for challenging group norms, authority, and institutional (...) mandates, and is a core aspect of morality; and (3) morality after age 5 years undergoes major, qualitative developments which shed light on what it means to view morality as an impartial obligation to uphold fairness, to recognize the breadth of moral concepts including equality, rights, and others’ welfare, and to challenge social inequality and injustice, throughout human ontogenetic development. (shrink)