Theory of Mind and Resource Allocation in the Context of Hidden Inequality.

In many situations, children evaluate straightforward resource inequalities as unfair. It remains unclear, however, how children interpret hidden inequalities (i.e., inequalities that are unknown to allocators and/or recipients). Children 3-9-years-old (N = 87) evaluated and attributed intentions to a naïve resource allocator who, while unaware of a hidden inequality, made three hypothetical resource allocations: 1) an unknowingly equitable allocation (which rectified the inequality), 2) an inequitable allocation (which perpetuated the inequality), and 3) an equal allocation (which maintained the inequality). Children without false belief morally-relevant theory of mind (FB MoToM) attributed more positive intentions to the unknowingly equitable allocation than to the inequitable allocation. Children with FB MoToM, however, did not differ in their attributions of intentions to the unknowingly equitable and inequitable allocations, reflecting their knowledge that the naïve allocator was not aware of the hidden inequality. Further, children's attributions of intentions were related to their evaluations of the allocations. These findings underscore the importance of children's social cognitive inferences to their evaluations of resource allocation decisions.