Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Inequalities01:28

Inequalities

Inequalities express mathematical relationships where two values are not equal and are compared using symbols such as <, >, ≤, or ≥. These expressions define a range of possible solutions rather than a single value. Interval notation provides a concise way to express these solution sets, especially when the variable spans a continuous range. An open interval, written as (a, b), excludes the endpoints, while a closed interval [a, b] includes them. There are also half-open intervals, such...
Application of Nonlinear Inequalities01:29

Application of Nonlinear Inequalities

A nonlinear inequality describes a comparison involving an expression that curves or behaves more complexly than a straight line. These inequalities often appear in forms that include squares, products, or variables in the denominator.To solve such an inequality, one starts by rewriting it so that zero appears on one side. For example, the inequality:  can be factored as: This form makes it easier to identify the values that cause the expression to equal zero. In this case, the key values are 3...
Introduction to Nonlinear Inequalities01:25

Introduction to Nonlinear Inequalities

Linear and nonlinear inequalities are fundamental for analyzing variable relationships and identifying ranges satisfying specific conditions. A linear inequality involves variables raised only to the first power, resulting in a straight-line graph. This line partitions the coordinate plane into two distinct regions: one that satisfies the inequality and one that does not. Each region represents a set of solutions where the linear relationship holds true under the specified constraint.Nonlinear...
Absolute Value Inequalities01:23

Absolute Value Inequalities

The absolute value is a mathematical tool that represents the distance of a number from zero on the number line, regardless of its sign. In the context of inequalities, absolute value expressions help define a range of permissible values or boundaries for a variable. These inequalities are commonly used in scientific modeling and data interpretation, where variability within or beyond a certain threshold must be captured precisely.An absolute value inequality of the form ∣x∣ ≤ a, where a ≥ 0,...
Graphical Representation of Inequalities01:28

Graphical Representation of Inequalities

The graph of the equation where y equals x squared forms a curve known as a parabola. This curve acts as a boundary in the coordinate plane, dividing it into distinct regions based on the relative position of points.When the equality sign in the equation is replaced with an inequality—such as greater than, less than, greater than or equal to, or less than or equal to—the graphical representation changes from a single curve into a broader shaded area that signifies the set of all points...
Equity Theory01:26

Equity Theory

Equity theory explains how our sense of fairness influences the dynamics of close relationships. Rooted in social psychology, the theory posits that individuals evaluate fairness by comparing the ratio of their contributions to the rewards they receive. Relationship satisfaction is highest when these ratios are perceived as balanced between partners, promoting mutual reciprocity and a sense of justice.Equity vs. Equality in RelationshipsEquity is distinct from equality. Fairness does not...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The frequency of childhood gender-nonconforming behavior in a nationally representative sample.

Developmental psychology·2026
Same author

"You didn't take my side!": When children expect others to be more upset at friends.

Developmental psychology·2026
Same author

Evaluation of Urine Nephrin:Creatine Ratio Longitudinally in Pregnancy for the Detection of Preeclampsia and Kidney Damage in Women With Pre-Existing Diabetes.

The journal of obstetrics and gynaecology research·2026
Same author

"Um…" Thinking out loud: Children infer the social meaning of speech disfluencies.

Child development·2026
Same author

Calibrated deference: Children's evaluations of responses to disagreement across knowledge gaps.

Cognition·2026
Same author

Gender Identity and Preferences in Children with Variations in Sex Development.

Journal of clinical research in pediatric endocrinology·2025

Related Experiment Video

Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

All inequality is not equal: children correct inequalities using resource value.

Alex Shaw1, Kristina R Olson

  • 1Social Cognitive Development Lab, Department of Psychology, Yale University New Haven, CT, USA.

Frontiers in Psychology
|July 25, 2013
PubMed
Summary

Children consider resource value, not just quantity, when correcting inequalities. They aim to equalize outcomes based on relative value, demonstrating sophisticated fairness judgments.

Keywords:
fairnessinequity aversionsocial exchangesocial normsvalue

More Related Videos

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects
08:13

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

Published on: May 10, 2019

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Related Experiment Videos

Last Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects
08:13

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

Published on: May 10, 2019

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

Area of Science:

  • Developmental Psychology
  • Social Cognition
  • Behavioral Economics

Background:

  • Children's fairness judgments are influenced by resource distribution.
  • Previous research has not fully explored how children account for resource value in inequality correction.

Purpose of the Study:

  • To investigate if children consider the value of resources when correcting existing inequalities.
  • To determine if children prioritize equalizing value over equalizing quantity.

Main Methods:

  • Children observed an unequal distribution of resources between two recipients.
  • Children then distributed resources of varying values to the recipients.
  • Children's distribution choices were analyzed to infer their fairness strategies.

Main Results:

  • Children corrected inequalities with low-value resources by equalizing quantity.
  • With high-value resources, children tended to distribute them equally, minimizing overall value disparity.
  • Children demonstrated a focus on relative resource value, not just absolute quantity, in their sharing decisions.

Conclusions:

  • Children's resource sharing is guided by a nuanced understanding of fairness that incorporates resource value.
  • Children actively attempt to correct past inequalities and maintain equality in terms of value, not solely count.
  • Findings highlight the developmental progression in children's ability to assess and manage value-based inequalities.