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Theory of mind enhances preference for fairness
Haruto Takagishi1, Shinya Kameshima, Joanna Schug
1Hokkaido University, Sapporo, Hokkaido, Japan. haruharry@gmail.com
Journal of Experimental Child Psychology
|October 28, 2009
Summary
Preschoolers with developed theory of mind (understanding false beliefs) made fairer offers in the Ultimatum Game. This suggests cognitive abilities influence fairness-related behavior in young children.
Area of Science:
- Developmental Psychology
- Cognitive Science
- Behavioral Economics
Background:
- Fairness-related behavior is crucial for social development.
- Understanding others' mental states (Theory of Mind) develops in early childhood.
Purpose of the Study:
- To investigate the link between Theory of Mind and fairness in preschoolers.
- To introduce a tool for assessing fairness behavior in children.
Main Methods:
- 68 preschoolers participated in a face-to-face Ultimatum Game.
- Theory of Mind acquisition was assessed using the Sally-Anne false-belief task.
Main Results:
- Preschoolers who understood false beliefs (acquired Theory of Mind) proposed significantly higher offers.
- This indicates a positive correlation between Theory of Mind and fairness in offers.
Conclusions:
- Theory of Mind is a significant factor in preschoolers' fairness-related behavior.
- The ability to infer others' mental states is foundational for prosocial behaviors like fairness.
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