Native Amazonian Children Forego Egalitarianism in Merit-Based Tasks When They Learn to Count

Autor/inn/en	Jara-Ettinger, Julian; Gibson, Edward; Kidd, Celeste; Piantadosi, Steve
Titel	Native Amazonian Children Forego Egalitarianism in Merit-Based Tasks When They Learn to Count
Quelle	In: Developmental Science, 19 (2016) 6, S.1104-1110 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12351
Schlagwörter	American Indians; Foreign Countries; Forestry; Geographic Regions; Number Concepts; Agricultural Occupations; Ethics; Social Cognition; Children; Skill Development; Cooperation; Bolivia + Suchen Sie Ihr Suchwort? American Indian; Indianer; Ausland; Forstwissenschaft; Waldwirtschaft; Number concept; Zahlbegriff; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Ethik; Soziale Kognition; Child; Kind; Kinder; Kompetenzentwicklung; Qualifikationsentwicklung; Co-operation; Kooperation; Bolivien
Abstract	Cooperation often results in a final material resource that must be shared, but deciding how to distribute that resource is not straightforward. A distribution could count as fair if all members receive an equal reward ("egalitarian distributions"), or if each member's reward is proportional to their merit ("merit-based distributions"). Here, we propose that the acquisition of numerical concepts influences how we reason about fairness. We explore this possibility in the Tsimane', a farming-foraging group who live in the Bolivian rainforest. The Tsimane' learn to count in the same way children from industrialized countries do, but at a delayed and more variable timeline, allowing us to de-confound number knowledge from age and years in school. We find that Tsimane' children who can count produce merit-based distributions, while children who cannot count produce both merit-based and egalitarian distributions. Our findings establish that the ability to count--a non-universal, language-dependent, cultural invention--can influence social cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01