Coordinating complex social and moral concerns when allocating resources is a key issue in late childhood and early adolescence. This study explored resource allocation in three goal contexts that required children to focus to differing degrees on moral and group concerns. Children (9–11‐years, M^age = 9.84, n = 190) and adolescents (14–16‐years, M^age = 14.92, n = 154) were informed their school peer group held an in‐group norm (competition, cooperation). Participants allocated resources between their in‐group and an outgroup within one of three goal contexts (prosocial, learning‐focused, and group‐focused). Participants allocated in favour of their in‐group to achieve a prosocial goal but attenuated this when the goal was focused on learning and cooperation. Adolescents, more than children, reasoned about the goals of resource allocation to justify their decisions. From 9 years old, children begin to coordinate peer group norms and goal information when deciding how to allocate resources within intergroup contexts.

中文翻译：

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儿童和青少年在分配资源时协调不同目标背景下的群体和道德问题

在分配资源时协调复杂的社会和道德问题是儿童晚期和青春期早期的一个关键问题。本研究探讨了三个目标背景下的资源分配，这些目标要求儿童在不同程度上关注道德和群体问题。儿童（9-11 岁，M^年龄 = 9.84，n  = 190）和青少年（14-16 岁，M^年龄 = 14.92，n = 154) 被告知他们的学校同龄人小组举行了小组内规范（竞争、合作）。参与者在三个目标背景（亲社会、以学习为中心和以小组为中心）之一内在他们的内群体和外群体之间分配资源。参与者分配有利于他们的内部团体以实现亲社会目标，但当目标集中在学习和合作上时会减弱这一点。青少年，而不是儿童，更多地考虑资源分配的目标，以证明他们的决定是正确的。从 9 岁开始，儿童在决定如何在群体间环境中分配资源时开始协调同龄人群体规范和目标信息。