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ERIC Number: ED256461
Record Type: Non-Journal
Publication Date: 1984-May-4
Pages: 17
Abstractor: N/A
Deservingness and Equality in Children's Reward Allocations: Developmental Trends.
Kaplan, Martin F.; Yehl, H. Michael
A total of 96 students (16 males and 16 females, chosen randomly from each of the first, fourth, and seventh grades of a grade school and a middle school,) allocated rewards in response to stimuli representing pairs of children differing in work output and effort. Stimulus materials consisted of: (1) a booklet containing nine drawings representing combinations of one of three levels of work output and one of three levels of effort; (2) three drawings representing levels of effort only and three drawings representing levels of work only; (3) spoken sentences conveying information about depictions; and (4) a comparison drawing representing medium levels of effort and work. In effort-only and work-only stimulus conditions, subjects were told that some information had been misplaced or lost but that they were to continue to allocate rewards according to what they thought was fair. A calibrated, mechanical response apparatus was used to display subjects' reward allocation. Results indicated that, as compared with first graders, older children weighted work output less and effort more, but were more affected by equal-sharing norms. Counter to expectations derived from the literature on moral cognition, the allocations of first graders were based almost entirely on deservingness components. Usage showed that deservingness is not a unitary component of the allocation decision; children's decisions were based on several considerations. Respectively, these last two facts strengthen the doctrine of structural parallelism between different manifestations of moral reasoning and refute the thesis of centration. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A