The normative status of friendship: Do young children enforce sharing with friends and appreciate reasonable partiality?

Paulus, Markus; Christner, Natalie und Wörle, Monika (Juni 2020): The normative status of friendship: Do young children enforce sharing with friends and appreciate reasonable partiality? In: Journal of Experimental Child Psychology, Bd. 194, 104826

Abstract

Contemporary moral philosophy stresses the idea of reasonable partiality. This concept proposes that close relationships carry a normative obligation to be partial toward another person. This study explored in two experiments whether 4- to 6-year-old children (NÂ =Â 185) enforce partiality toward friends from third parties (Experiment 1) and how they prioritize a norm of equality and interpersonal obligations toward friends (Experiment 2). Children were presented with protagonists who could distribute resources between a friend and a disliked peer. One protagonist complied with a norm of partiality by allocating more resources to his friend, whereas the other protagonist either behaved in the opposite way (Experiment 1) or distributed resources equally (Experiment 2). In Experiment 1, children enforced partiality by protesting against the protagonist who gave more to the disliked peer and by selectively affirming the protagonist who gave more to the friend. Yet, in Experiment 2, children showed stronger enforcement of a norm of equal sharing than partiality toward the friend. The study demonstrates how young children deal with normative demands in the context of friendship. At the same time, it suggests that fairness norms are given priority. Overall, our study demonstrates how young children handle normative demands and interpersonal responsibilities.

• Dokumententyp: Zeitschriftenartikel
• Keywords: Moral development; Normativity; Partiality; Friendship; Preschool children; Resource distribution
• Fakultät: Psychologie und Pädagogik > Department Psychologie > Entwicklungspsychologie und Pädagogische Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie ; 300 Sozialwissenschaften > 370 Bildung und Erziehung
• ISSN: 0022-0965
• Sprache: Englisch