团体分配中儿童对程序正义与分配正义概念的掌握.pdf

Advances in Psychology 心理学进展, 2014, 4, 239-251 Published Online March 2014 in Hans. /journal/ap /10.12677/ap.2014.42036 Children’s Mastery of the Concepts of Procedural and Distributive Justice Reflected in a Distribution Activity* 1 2 Huanu Xu , Wan-chi Wong 1 Department of Psychology, School of Philosophy, Wuhan University, Wuhan 2 Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong Email: xuhuanu@, wanchiwong@.hk th th th Received: Jan. 7 , 2014; revised: Jan. 10 , 2014; accepted: Jan. 18 2014 Copyright © 2014 by authors and Hans Publishers Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). /licenses/by/4.0/ Abstract Through the design of a real-life distribution activity in small groups, the present study investi- gated the development of children’s concepts of procedural and distributive justice in the impli- cit-explicit dimension based on Karmiloff-Smith’s Representational Redescription model (1992). The role of empathy in the process and outcome of distribution was also examined. A total of 120 children aged 5 to 9 years participated in the study. The results indicated that participants’ mas- tery level of the concept of procedural justice was on the whole relatively low. For the conceptual understanding of both procedural justice and distributive justice (including the subconcepts of equality and need), participants performed significantly higher on the implicit level (reflected by actual behaviors during the distribution activity) than on the explicit level (reflected by verbal ex- planations). Signifi