Alle Publikationen
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2015
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(2015): Fair Is Not Fair Everywhere. In: Psychological science 26 (8), S. 1252-1260. DOI: 10.1177/0956797615586188
DOI: https://doi.org/10.1177/0956797615586188 Abstract: Distributing the spoils of a joint enterprise on the basis of work contribution or relative productivity seems natural to the modern Western mind. But such notions of merit-based distributive justice may be culturally constructed norms that vary with the social and economic structure of a group. In the present research, we showed that children from three different cultures have very different ideas about distributive justice. Whereas children from a modern Western society distributed the spoils of a joint enterprise precisely in proportion to productivity, children from a gerontocratic pastoralist society in Africa did not take merit into account at all. Children from a partially hunter-gatherer, egalitarian African culture distributed the spoils more equally than did the other two cultures, with merit playing only a limited role. This pattern of results suggests that some basic notions of distributive justice are not universal intuitions of the human species but rather culturally constructed behavioral norms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Child, Children, Cross-Cultural Comparison, cross-cultural differences, cross-cultural differences,morality,distributive justice,equity,children,peer interactions, distributive justice, equity, Fairness, Female, Germany, Humans, Kenya, Kulturforschung/ kulturelle Unterschiede, Male, Morality, Namibia, peer interactions, Reward, Social Justice, Verhaltensforschung 2014
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(2014): The developmental origins of fairness. The knowledge-behavior gap. In: Trends in cognitive sciences 18 (11), S. 559-561. DOI: 10.1016/j.tics.2014.08.003
DOI: http://www.ncbi.nlm.nih.gov/pubmed/25175834 Abstract: Recent research in developmental psychology shows that children understand several principles of fairness by 3 years of age, much earlier than previously believed. However, children's knowledge of fairness does not always align with their behavior, and immediate self-interest alone cannot explain this gap. In this forum paper, we consider two factors that influence the relation between fairness knowledge and behavior: relative advantage and how rewards are acquired. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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Törnblom, Kjell; Kazemi, Ali (Hg.) (2012): Handbook of Social Resource Theory. Resource types and fairness perceptions in social dilemmas.. New York, NY: Springer New York (Critical Issues in Social Justice)
DOI: https://doi.org/10.1007/978-1-4614-4175-5 Abstract: The focus in this chapter is on the nature and effects of fairness perceptions and different types of resources in social dilemmas. Most recognizable under the rubrics of equity and distributive justice, theories of fairness in their many incarnations have a long history in the social sciences and have expanded into a variety of research lines. Equity theory employed the terms inputs and outcomes in simple mathematical models designed to account for interpersonal comparisons of these quantities and their impact on feelings of fairness. In the pure game-theoretic sense, there is no place for fairness issues in social dilemmas so long as all participants subscribe to the rules. However, we will argue that (I) social dilemma settings fall within the scope of distributive justice theory, (2) input and outcome patterns activate justice concerns, and (3) these concerns will result in predictable alterations of subsequent inputs with predictable consequences for the group. The s cope of these arguments will be further expanded by taking into account the kinds of resources involved. In this way, our theory will be able to explain the effects of different types of resources on the input side, and/or outcomes involving different types of resources for different members, and/or outcome resources that differ from input resources. Resource theory provides us some direction for establishing a model of resource effects on social dilemmas via fairness processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2011
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(2011) : Motive fairen und nicht-solidarischen Verhaltens: Korruption: Forschungsstand, Prävention, Probleme: Lengerich, Germany: Pabst Science Publishers
Abstract: Ausgehend von der Feststellung, dass sich die Psychologie bisher wenig mit dem Thema "Korruption" auseinandergesetzt hat, werden mogliche psychologische Beitrage zu einer Korruptionsforschung besprochen. Dabei werden psychologische Theorien und Forschungsergebnisse zu "Gerechtigkeit und Fairness" (Organisationsgerechtigkeit als theoretische Basis; distributive Gerechtigkeit bzw. Fairness; prozedurale Fairness; Interaktionsfairness) sowie zu "Fairness und Teameffizienz" dargestellt. Im Rahmen des zuletzt genannten Punktes wird uber eine Studie berichtet, in der das Gerechtigkeitserleben bei der Teamarbeit untersucht wurde. Es zeigte sich unter anderem, dass die Grundeinstellung zu einer Aufgabe ausschlaggebend dafur ist, inwieweit jemand eine Teamarbeit akzeptiert und effizient im Team arbeitet. Die realen vorhandenen Arbeitsbedingungen, sowie die Art und Weise der Aufgabenverteilung (Losverfahren) beeinflussen die Teameffizienz nicht. Fairness und "Social Loafing" sind dagegen starke Pradiktoren fur Teameffizienz. Je weniger Fairness vorhanden ist, desto weniger erfolgreich ist ein Team.
2010
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Latzko, Brigitte (2010): Moralische Entwicklung und Erziehung in Kindheit und Adoleszenz. Zwischen Fairness und Eigeninteresse - Moralentwicklung aus ökonomischer Sicht. Unter Mitarbeit von Monika Keller und Michaela Gummerum. Göttingen [u.a.]: Hogrefe
Abstract: Ein integrativer Forschungsansatz von entwicklungspsychologischer Moralforschung und spieltheoretischen Forschungen wird vorgestellt. Im Anschluss an eine Skizzierung von Forschungsergebnissen der experimentellen Spieltheorie und Ergebnissen der psychologischen Moralforschung wird auf Untersuchungen eingegangen, in denen Eigeninteresse und Fairness in Gruppenverhandlungen über Aufteilungen analysiert wurden. Dabei werden auch Altersunterschiede bei Kindern und Jugendlichen thematisiert. Abschließend werden Implikationen für die Förderung von Empathie und moralischer Sensibilität skizziert.
2006
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(2006): Conditions for Establishing a System of Fairness. Comment on Brosnan (2006). In: Social Justice Research 19 (2), S. 194-200. DOI: 10.1007/s11211-006-0001-0
DOI: http://www.springerlink.com/content/1573-6725/ Abstract: Comments on an article by S. Brosnan (same issue) on reactions to inequity among nonhuman species, which are assumed to mirror human response tendencies summarized as inequity aversion. Suggestions made by Brosnan concerning the continuity between humans and nonhuman species in cooperative behavior as well as the evolutionary processes that lead to the formation of a sense of equity are elaborated from a social-psychological perspective. The evolutionary process described as a four-step model may also be used to explain intervention process when equity is violated. The remarkable similarity between animals and humans in their sense of fairness is considered a confirmation of the assumed closeness of humans to their evolutionary ancestors.
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