Numerical cognition explains age-related changes in third-party fairness.

No abstract is available for this paper.

• Publication year

  2016

• Venue

  Developmental Psychology

• Publication date

  2016-08-11

• Fields of study

  Medicine, Psychology

• Identifiers
  DOI 10.1037/DEV0000196PMID 27513174
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Equal But Not Always Fair: Value-laden Sharing in Preschool-aged Children

  2016cited by this paper
• Being Sticker Rich: Numerical Context Influences Children’s Sharing Behavior

  2015cited by this paper
• The developmental origins of fairness: the knowledge-behavior gap.

  2014cited by this paper
• Life-history theory explains childhood moral development.

  2014cited by this paper
• Social Influences on Inequity Aversion in Children

  2013cited by this paper
• The role of inhibition in young children’s altruistic behaviour

  2013cited by this paper
• I Should but I Won’t: Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them

  2013cited by this paper
• The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity

  2013cited by this paper
• Correction: I Should but I Won’t: Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them

  2013cited by this paper
• Preschool children involve a third party in a dyadic sharing situation based on fairness.

  2013cited by this paper
• Do Infants Have a Sense of Fairness?

  2012cited by this paper
• Does learning to count involve a semantic induction?

  2012cited by this paper
• Children discard a resource to avoid inequity.

  2012cited by this paper
• Fairness Expectations and Altruistic Sharing in 15-Month-Old Human Infants

  2011cited by this paper
• When Getting Something Good is Bad: Even Three-year-olds React to Inequality

  2011cited by this paper
• The developmental roots of fairness: infants' reactions to equal and unequal distributions of resources.

  2011cited by this paper
• Toddlers' prosocial behavior: from instrumental to empathic to altruistic helping.

  2010cited by this paper
• Why set-comparison is vital in early number learning.

  2009cited by this paper
• Children's mapping between symbolic and nonsymbolic representations of number.

  2009cited by this paper
• How counting represents number: what children must learn and when they learn it.

  2008cited by this paper
• Egalitarianism in young children

  2008cited by this paper
• Foundations of cooperation in young children.

  2008cited by this paper
• One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles.

  2007cited by this paper
• Predictors of Early Numeracy: Is There a Place for Mistakes when Learning about Number?.

  2007cited by this paper
• Altruism, prudence, and theory of mind in preschoolers.

  2004cited by this paper
• From sharing to dividing: young children’s understanding of division

  2002cited by this paper
• The influence of sharing on children's initial concept of division.

  2002cited by this paper
• Large number discrimination in 6-month-old infants.

  2000cited by this paper
• Preschoolers' Counting and Sharing

  1998cited by this paper
• Young children's understanding of division: The relationship between division terms in a noncomputational task.

  1998cited by this paper
• In a very different voice: unmasking moral hypocrisy.

  1997cited by this paper
• Children's Acquisition of the Number Words and the Counting System

  1992cited by this paper
• Children's understanding of counting.

  1990influential reference
• Sharing and the understanding of number equivalence by young children

  1988influential reference
• Number‐based Strategies of Sharing in Young Children

  1980cited by this paper
• The social world of the child

  1977cited by this paper
• The Origins and Development of Concepts of Justice

  1975cited by this paper
• Journal of Economic Behavior & Organization Prosocial Norms in the Classroom: the Role of Self-regulation in following Norms of Giving

  year unknowncited by this paper

• The Relationship Between Parenting Styles, Beliefs in Free‐Will, and 4–8‐Year‐Old Childrens' Beliefs About Fairness and Rectification of Social Inequality

  2025cites this paper
• Thirty years of the Give-N task: A systematic review, reflections, and recommendations

  2025cites this paper
• Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task

  2025cites this paper
• The development of third-party intervention in children aged 4-10: Balancing unfairness aversion and self-interest.

  2025cites this paper
• Motor activities to improve maths performance in pre-school children with typical development

  2024cites this paper
• Who helps best? Children’s evaluation of knowledgeable versus wealthy individuals in negative event contexts

  2024cites this paper
• Structural explanations lead young children and adults to rectify resource inequalities.

  2024cites this paper
• When Private Property Becomes a Public Issue: The Development of Redistributive Justice in Response to Individually and Structurally Based Inequalities

  2024cites this paper
• Sharing and Allocation in Preschool Children: The Roles of Theory of Mind, Anticipated Emotions, and Consequential Emotions

  2024cites this paper
• A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children

  2024cites this paper
• Preschool‐aged children's responses to unfairness and subsequent sharing behavior in dyadic contexts

  2023cites this paper
• The emergence of young children's tolerance for inequality: With age, children stop showing numerically sensitive fairness.

  2023cites this paper
• Fair distribution in early childhood: Stuck between friends and needy strangers

  2023cites this paper
• Fairness and inequality acceptance in children and adolescents: A survey on behaviors in economic experiments

  2023cites this paper
• A counting intervention promotes fair sharing in preschoolers.

  2022influential citation
• The profit motive: Implications for children's reasoning about merit-based resource distribution.

  2022cites this paper
• Merit Is Not Meritorious Everywhere: Fairness in First and Third Party Tasks among Kogi Children

  2022cites this paper
• Young Children’s Conceptualisations of Kindness: A Thematic Analysis

  2022cites this paper
• Group Membership Trumps Shared Preference in Five-Year-Olds’ Resource Allocation, Social Preference, and Social Evaluation

  2022cites this paper
• Not just what you did, but how: Children see distributors that count as more fair than distributors who don't.

  2022cites this paper
• Children strategically conceal selfishness.

  2021cites this paper
• Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year Olds

  2021influential citation
• Perspective taking as a mechanism for children’s developing preferences for equitable distributions

  2021cites this paper
• How Experiments with Children Inform Economics

  2021cites this paper
• Dissociable Mechanisms for Diverse Prosocial Behaviors: Counting Skills Predict Sharing Behavior, but Not Instrumental Helping

  2021influential citation
• Counting and the ontogenetic origins of exact equality.

  2021cites this paper
• Shared Developmental Trajectories for Fractional Reasoning and Fine Motor Ability in 4 and 5 Year-Olds

  2020influential citation
• Counting promotes proportional moral evaluation in preschool-aged children

  2020cites this paper
• Giving a larger amount or a larger proportion: Stimulus format impacts children's social evaluations.

  2020cites this paper
• Number-based sharing: Conversation about quantity in the context of resource distribution

  2020cites this paper
• Sharing scenarios facilitate division performance in preschoolers

  2020influential citation
• Neural processing of equitable and inequitable distributions in 5-year-old children

  2020cites this paper
• The development and consequences of moral essentialism.

  2020cites this paper
• Do Infants in the First Year of Life Expect Equal Resource Allocations?

  2019cites this paper
• The impact of social relationships on children's distributive justice.

  2019cites this paper
• Get to the point: Preschoolers’ spontaneous gesture use during a cardinality task

  2019cites this paper
• That's not fair: Children's neural computations of fairness and their impact on resource allocation behaviors and judgments.

  2019cites this paper
• Children’s and Adults’ Affectionate Generosity Toward Members of Different Religious Groups

  2019cites this paper
• Partition dependence in development: Are children’s decisions shaped by the arbitrary grouping of options?

  2018cites this paper
• Beyond Principles: Children Determine Fairness Based on Attention and Exactness

  2018cites this paper
• Do Children Distinguish Between Resource Inequalities With Individual Versus Structural Origins?

  2018cites this paper
• Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool-aged children.

  2018influential citation
• Giving what one should: explanations for the knowledge-behavior gap for altruistic giving.

  2018cites this paper
• Selectivity in Toddlers’ Behavioral and Emotional Reactions to Prosocial and Antisocial Others

  2018cites this paper
• The relationship between fairness, cognitive control, and numerical encoding

  2017cites this paper
• The Evolution of Moral Development

  2017cites this paper
• Discrimination among pre-school children: Field experimental evidence

  2017cites this paper
• Early Childhood Research Quarterly Number-based

  year unknowncites this paper
• FIVE YEAR OLDS IN BETWEEN SHARING AND DIVISION

  year unknowncites this paper