A counting intervention promotes fair sharing in preschoolers-Reference-Cited by-同舟云学术

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A counting intervention promotes fair sharing in preschoolers

Published:2022-04-27 Issue:5 Volume:93 Page:1365-1379
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Chernyak Nadia¹^ORCID,Harris Paul L.²^ORCID,Cordes Sara³

Affiliation:

1. Department of Cognitive Sciences University of California—Irvine Irvine California USA

2. Graduate School of Education Harvard University Cambridge Massachusetts USA

3. Department of Psychology and Neuroscience Boston College Chestnut Hill Massachusetts USA

Funder

John Templeton Foundation

National Science Foundation

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.13775

Reference39 articles.

1. The cost of dichotomising continuous variables

2. Giving what one should: explanations for the knowledge-behavior gap for altruistic giving

3. “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity

4. Prosocial norms in the classroom: The role of self-regulation in following norms of giving

5. Explaining early moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschool‐aged children

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The emergence of young children’s tolerance for inequality: With age, children stop showing numerically sensitive fairness;Journal of Experimental Child Psychology;2024-02

2. Research and Pedagogies for Early Math;Education Sciences;2023-08-17

3. Fair distribution in early childhood: Stuck between friends and needy strangers;Journal of Childhood, Education & Society;2023-07-14

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