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Context Differences in Children's Ingroup Preferences

机译：儿童组内偏好中的上下文差异

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摘要

Ingroup preferences when deciding who to include in 2 distinct intergroup contexts, gender and school affiliation, were investigated. Children and adolescents, in the 4th (9 -10 years) and 8th (13-14 years) grades, chose between including someone in their group who shared their group norm (moral or conventional) or who shared their group membership (school affiliation or gender). With age, children displayed a greater ability to balance information about ingroup norms and group membership. Younger children were more likely to include an outgroup member who supported equal norms than were older children. Accompanying the choices made, there was a greater use of fairness reasoning in younger rather than older participants, and increased references to group identity and group functioning for school identification. There were no differences in ingroup preferences in the school and gender contexts for groups involving moral norms. Desires for equal allocation of resources trumped differences related to ingroup preference. For social-conventional norms, however, there was a greater ingroup preference in a school intergroup context than in a gender intergroup context. Thus, the results demonstrate the importance of context in the manifestation of ingroup preference and the increasing sophistication, with age, of children's and adolescents' group decision-making skills.
机译：在决定谁要包括在两个不同的群体间环境中（性别和学校归属）时，对群体内偏好进行了调查。在4年级（9 -10岁）和8年级（13-14岁）的儿童和青少年中，可以选择在小组中共享共同准则（道德或传统）或共享小组成员身份（学校隶属关系或性别）。随着年龄的增长，儿童表现出更大的平衡小组内规范和小组成员资格信息的能力。与年龄较大的孩子相比，年龄较小的孩子更有可能包含支持平等规范的外来成员。伴随做出的选择，较年轻的参与者而不是较年长的参与者更多地使用了公平推理，并且越来越多地提及团体身份和团体功能以进行学校识别。对于涉及道德规范的群体，在学校和性别背景下的群体内偏好没有差异。平等分配资源的愿望胜过与群体偏好有关的差异。但是，对于社会常规规范而言，在学校群体间的情况下，群体偏好比性别群体间的偏好更大。因此，结果证明了情境在群体偏好中的表现以及儿童和青少年的群体决策技巧随着年龄的增长而日益成熟的重要性。

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