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Theory of mind enhances preference for fairness
Authors:Haruto Takagishi  Shinya Kameshima  Joanna Schug  Michiko Koizumi  Toshio Yamagishi
Affiliation:1. Hokkaido University, Sapporo, Hokkaido, Japan;2. Kansai University of Welfare Sciences, Kashiwara, Osaka, Japan;1. Department of Developmental and Educational Psychology University of Leiden, Wassenaarseweg 54, 2333 AK Leiden, Netherlands;2. Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H OAP, United Kingdom;1. Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, 04103 Leipzig, Germany;2. Department of Psychology and Neuroscience, Duke University, Durham, NC 27708, USA;1. Department of Psychology, Boston College, Chestnut Hill, MA, United States;2. Department of Psychology, Yale University, New Haven, CT, United States;3. Department of Experimental Psychology, University College London, London, United Kingdom;1. Yale University, New Haven, CT 06511, USA;2. Brandeis University, Waltham, MA 02453, USA
Abstract:The purpose of the current study was to examine the role of theory of mind in fairness-related behavior in preschoolers and to introduce a tool for examining fairness-related behavior in children. A total of 68 preschoolers played the Ultimatum Game in a face-to-face setting. Acquisition of theory of mind was defined as the understanding of false beliefs using the Sally-Anne task. The results showed that preschoolers who had acquired theory of mind proposed higher mean offers than children who had not acquired theory of mind. These findings imply that the ability to infer the mental states of others plays an important role in fairness-related behavior.
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