This study examined the criteria children, adolescents, and adults intuitively apply when they distribute a resource between two protagonists who differ systematically in need and effort. Two main questions were investigated: (a) Do the allocation criteria (equality, need, effort, integration of need and effort) differ by age? (b) Do the allocation criteria of adolescents differ in accordance with whether they attend a vocational or an academic-track school? A total of N = 481 participants took part in two experiments. In each, they had to make 18 decisions about how to allocate a resource fairly. The experiments differed in their operationalization of need (amount of sweets in Experiment 1 vs. number of toys in Experiment 2). In Experiment 1, allocation decisions made on the basis of need information alone occurred primarily in 7- and 9-year-olds and became less frequent in 12- and 16-year-olds and adults. Allocation decisions made on the basis of effort information alone were rare in children and occurred with increasing frequency in adolescents and adults. An integration of need and effort was the most common principle chosen from ages 9 to 16, followed by an orientation toward integration or effort alone in adults. Adolescents’ allocation patterns did not vary by the type of school they attended. In Experiment 2, only adolescents and adults participated. Their results largely replicated those of Experiment 1. The discussion addresses the impact of cognitive development and socialization processes for the development of distributive justice.

中文翻译：

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需要、努力还是整合？儿童、青少年和成人直觉分配正义决策的发展

这项研究检查了儿童、青少年和成人在将资源分配给在需求和努力方面系统性不同的两个主角之间时直观适用的标准。调查了两个主要问题： (a) 分配标准（平等、需要、努力、需要和努力的整合）是否因年龄而异？(b) 青少年的分配标准是否因他们上的是职业学校还是学术学校而有所不同？一共N个 = 481 名参与者参加了两个实验。在每个项目中，他们必须就如何公平分配资源做出 18 项决定。实验在需求的操作上有所不同（实验 1 中的糖果数量与实验 2 中的玩具数量）。在实验 1 中，仅根据需求信息做出的分配决策主要发生在 7 岁和 9 岁的儿童中，而在 12 岁和 16 岁的儿童和成人中变得不那么频繁。仅根据努力信息做出的分配决定在儿童中很少见，并且在青少年和成人中发生的频率越来越高。需要和努力的整合是从 9 到 16 岁最常见的原则，其次是成人的整合或单独努力的方向。青少年的分配模式并没有因他们就读的学校类型而异。在实验 2 中，只有青少年和成年人参与。他们的结果在很大程度上复制了实验 1 的结果。讨论涉及认知发展和社会化过程对发展分配正义的影响。