认知资源对4～6岁儿童不公平厌恶的影响

The Role of Cognitive Resource in 4-to-6-year-old Preschool Children's Inequity Aversion

为解答幼儿不公平厌恶是自动化反应还是理性行为的疑问，采用最后通牒博弈游戏变式，通过消耗任务操纵认知资源，考察104名4-6岁儿童不利不公平厌恶和有利不公平厌恶的表现。结果发现：（1）4-6岁儿童具有不利不公平厌恶，并且不利不公平厌恶表现随年龄发展增多；有利不公平厌恶出现较晚，表现较少；两种不公平厌恶的发展不平衡；（2）4-6岁儿童的不公平厌恶是依赖于可获得认知资源的理性行为，认知资源不足导致幼儿对利益更加敏感，不公平厌恶行为减少；（3）4-6岁儿童的不利不公平厌恶受可获得认知资源的影响更大，当认知资源不足时，不利不公平厌恶行为减少得更多。研究结果表明4-6岁儿童的不公平厌恶是依赖于可获得认知资源的理性行为。

This study tested two contradicting predictions： preschool children’s inequity aversion is a deliberative cognitive-controlled act or that it is an automatic act. The ultimatum game models social exchange in situations in which the rational motive to maximize gains conflicts with fairness considerations. In this study, Ultimatum Game variant was adopted to present allocation proposals by third-party, and we aimed at explaining the subjects’ decisions more accurately, because allocating intension was removed from the proposal. Mixed experimental design was 2（cognition resource）×2（proposal type） ×3（age group）, then cognition resource and proposal type were between subject variables, to explore how preschool children’s disadvantageous and advantageous inequity aversion depend upon cognition resources. Operating cognitive resources by depletion task----Day-Night stroop task, and non-depletion task was designed when subjects should accomplish UG task with rich cognition resources. There were 12 UG trials, including equity proposal and inequity proposal 2 types. Before each trial, 1to 4 depletion tasks would be presented firstly in order to deplete cognition resources fully. All tasks were presented with computer, and depletion / non-depletion task and UG task were presented alternatively. Subject’s decision （reject or accept） was coded. We found that, （1）4-to-6-year-olds showed disadvantageous inequity aversion and it increased as they got older （F（2,101）=18.522, p〈.001; M=3.33, SD=1.30; M=2.70, SD=1.40; M=1.25, SD=1.67）. On the contrary, advantageous inequity aversion did not increase along with growing age and it expressed later. There was imbalance in development of these two kinds of inequity aversion （F（1,101）=76.557, p〈.001, η2 =.431）. （2） 4-to-6-year-old preschool children’s two inequity aversions were affected by available cognitive resources. If there were less cognitive resources, 4-to-6-year-olds would be more sensitive to the self interest and show low frequency of disadvantageous inequity aversion （F（1,103）=20.640, p〈.001,η^2 =.167; M=2.49, SD=1.68; M=2.97, SD=1.46） and advantageous inequity aversion （F（1,103）=21.558, p〈.001, η^2 =.173; M=3.63, SD=.70; M=3.87, SD=.42）, and tended to accept unfair allocation proposal more easily. This illustrated that children’s inequity aversion was rational behavior controlled by cognition. （3） When cognitive resources were insufficient, compared with advantageous inequity aversion, the degree children’s disadvantageous inequity aversion reduced was higher （F（1,101）=5.973, p〈.05, η^2 =.056; M=.50, SD=.10; M=.24, SD=.05）. When cognitive resources are insufficient, the degree 5-year-old children＇s inequity aversion reduce is higher （F（2,101）=3.063,p=.051, η^2 =.057, M=.21, SD=-.10; M=.56, SD=.ll, M=.34, SD=.11）. This research reveals that preschool children＇s two forms of inequity aversion develop uneven, and it suggests these two may have different mechanisms. Differently from adults, 4-to-6-year-old preschool children＇s inequity aversion is a rational act dependent upon available cognition resources. Five-year-old children＇s inequity aversion performs unstable, and this implies many cognitional, mental and brain functions associated with pro-social behavior are immature. Besides, disadvantageous inequity aversion is more reliable on cognition resources, however, this conclusion should be retest with older children, because their two forms of inequity aversion develop more even.