How should one respond to ubiquitous economic inequalities? The legend Robin Hood
suggests to take away from the wealthy to benefit the poor, whereas another strategy holds …

Children (n= 160, 4‐to 9‐year‐olds; Mage= 6.23 years, SD= 1.46) judged, justified,
attributed emotions, and rated intent for hypothetical physical harm, psychological harm, and …

The present study investigated preschoolers' multiple sociomoral considerations (equality,
equity, and perpetuating inequality) in a third‐party context of social inequality. Using a …

This study examined how children's and adolescents' beliefs about the distribution of wealth
in society and the fairness of economic systems informed their behavior, judgments, and …

Past research reveals a tension between children's preferences for egalitarianism and
ingroup favoritism when distributing resources to others. Here we investigate how children's …

Two central principles that guide resource-allocation decisions are equity (providing equal
pay for equal work) and efficiency (not wasting resources). When these two principles …

The present study investigated the relations between 4-to 6-year-old children's (N= 67)
gender stereotypes, resource allocations, and mental state knowledge in gender-stereotypic …

The patterning of 160 US 4-to 9-year-olds'(M= 6.23 years, SD= 1.46) moral judgments
regarding physical harm, psychological harm, and unfair resource distribution …

Ownership influences the permissibility of people's use of objects. Understanding ownership
is therefore necessary for socially appropriate behavior and is an important part of children's …

Fairness concerns guide children's judgments about how to share resources with others.
However, it is unclear from past research if children take extant inequalities or the value of …