Perceptual Information and Allocation of Reward by Elementary School Children

Abstract

The present study investigated an assumption derived from equity research concerning the types of cues that influence allocation of reward by kindergarten, first, and second grade children (ns = 40). Subjects viewed numerically equivalent stimuli which differed in length. Magnitude of work inputs and magnitude of rewards to be allocated were manipulated experimentally. Results indicated that for both large and small magnitudes of work inputs, second graders viewed the stimuli as equal, whereas, younger children acknowledged the equivalence of stimuli only for small magnitude of work inputs. Results also indicated that children allocated rewards equally, regardless of misleading perceptual cues. Implications for equity were considered.