The development of fair resource allocation: Social norms and group processes

Resource allocation is an important context in which children and adolescents learn about moral issues of equality, equity and fair exchange. Recent research has examined resource allocation in an intergroup context in an attempt to understand how group processes exert an influence upon the propensity to share fairly. This thesis extends existing knowledge by providing an in-depth examination of a key element of the intergroup world; namely, social norms. Specifically, how the ability to coordinate multiple social norms when allocating resources in a challenging intergroup context develops between middle childhood and adolescence. Chapter One provides an overview of literature regarding resource allocation in an intergroup context, as well as relevant theory. In Chapter Two when ingroup and outgroup norms of competition and cooperation were manipulated, participants coordinated multiple norms at the peer level when allocating resources. In Chapter Three, adolescents and young adults coordinated peer group and generic societal norms, whereas children relied predominantly on ingroup norms to guide their allocation. Chapter Four demonstrated age-related differences between children and young adults in understanding of group processes when evaluating ingroup members who deviated from a resource allocation norm. In Chapter Five children coordinated generic norms at the classroom level with ingroup norms in their allocation decisions. Finally, Chapter Six examined the influence of peer norms in a situation of intergroup inequality. Adolescents coordinated their understanding of relative advantage and group processes, whilst children allocated equally. Overall these studies demonstrate the development of resource allocation strategies that simultaneously coordinate peer level norms, generic societal norms, and contextual information. In Chapter Seven, the findings are discussed in the context of theory and potential explanatory mechanisms are explored

Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum.

Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children's incremental ability beliefs and investigate the relation between the intervention and children's gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5-12-years-old, M age = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males' ability in stereotype flexibility and awareness measures, while female participants reported bias toward females' ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site

Integration of meteorology and geomorphology for enhanced understanding of post-fire debris-flow hazards

Through precipitation, the fields of meteorology and geomorphology are fundamentally linked, thus interdisciplinary efforts are needed to advance understanding and warning of rainfall-driven geohazards. With a focus on recent efforts specific to post-fire debris flows in California, our presentation provides an overview of the benefits and challenges of working in an interdisciplinary team of meteorologists and geomorphologists, as well as results of a recent project demonstrating advancement through the integration of these fields. In this project, we combine high-resolution ensemble precipitation forecasts with post-fire debris-flow models to explore the feasibility and potential value of providing probabilistic post-fire debris-flow hazard information over a burn scar. In sharing these examples, we emphasize the multi-benefit nature of these efforts, and encourage future interdisciplinary efforts that improve warning and mitigation of rainfall-driven geohazards

Objective definition of discharge thresholds for post-fire debris flows

Runoff-generated debris flows are a common post-fire hazard in the western United States and a growing number of regions around the world. As wildfire continues to emerge across a broader range of geographic regions and plant communities, there is an increasing need for generalizable methods to predict post-fire debris-flow initiation. The prediction of post-fire debris flow during intense rainstorms has traditionally relied upon empirical rainfall thresholds. Rainfall intensity-duration thresholds are often developed based on rainfall data and the hydrologic response to those rainstorms. They are most applicable to the specific regions where data are collected. Here, we present a new predictive approach that utilises processes-based models with fundamental physics and machine learning methods to estimate discharge thresholds for runoff-generated debris-flow initiation in four recently burned areas in the western United States. We assess the performance of the objectively defined discharge threshold-based predictions for post-fire debris-flow initiation from our hybrid framework, which utilises debris-flow timing within rainstorms, physically based numerical simulations of runoff, and the support vector machines method. The proposed thresholds have a good balance between true and false predictions for debris flow and floods. Importantly, our method permits the direct estimation of rainfall intensity-duration thresholds for areas where post-fire debris flow observations are limited

Group norms, intergroup resource allocation and social reasoning among children and adolescents

Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first time, with outgroup norms were manipulated to examine their effect on the development of intergroup resource allocation. Participants aged 8 to 16-years (n = 229) were told that their ingroup and the outgroup held either a competitive or cooperative norm about how they should behave in an arts competition. They then allocated tokens for expenditure in the competition between the two teams, and provided social reasoning to justify their chosen allocations. Results showed a negative outgroup norm of competition lead to significantly more ingroup bias when the ingroup also held a competitive rather than a cooperative norm. In contrast, a positive outgroup norm of cooperation did not result in significantly less ingroup bias when the ingroup also held a cooperative norm. Additionally adolescents, unlike children who allocated equally were more likely to make reference to fair competition, a form of moral reasoning, in the competitive compared to the cooperative ingroup norm condition. This study showed that children and adolescents considered both ingroup and outgroup norms simultaneously when making intergroup resource allocations, but that only adolescents varied their reasoning to justify these allocation in line with group norm

The development of intergroup resource allocation: The role of cooperative and competitive in-group norms

The present study investigated age-related changes in the intergroup allocation of resources depending on whether the ingroup norm was competitive or cooperative. Participants included children (Mage = 8.69), adolescents (Mage = 13.81), and adults (Mage = 20.89), (N = 263) who were inducted into simulated groups and informed about an ingroup norm of either cooperation or competition. The goal context for the resource allocation task was either prosocial (to benefit the welfare of animals in a charity event) or group focused (to win a national interschool competition). They were then asked to allocate resources between an ingroup and outgroup, and to justify their allocation. The findings showed that children allocated significantly more resources to their ingroup in order to achieve a prosocial goal, but only when the ingroup norm was competitive. In contrast, adolescents and adults allocated resources equally irrespective of the ingroup norm. These findings showed that children prioritized the moral goal of welfare over that of fairness when their ingroup favored competition, while adolescents and adults always prioritized fairness. Older participants justified their equal allocation with greater reference to the importance of fair competition. This study demonstrated an important developmental shift in how the prioritization of moral goals during intergroup resource allocation is influenced by ingroup norms of competition and cooperation

Group norms, intergroup resource allocation and social reasoning among children and adolescents

Cooperation is a fundamental drive of moral behavior from infancy, yet competitive intergroup contexts can exert a significant influence on resource allocation behavior in childhood. The present study explored how ingroup and outgroup norms of competition and cooperation influenced the allocation of resources between groups among children and adolescents, along with how they reasoned about these allocations. Ingroup norms combined, for the first time, with outgroup norms were manipulated to examine their effect on the development of intergroup resource allocation. Participants aged 8 to 16-years (n = 229) were told that their ingroup and the outgroup held either a competitive or cooperative norm about how they should behave in an arts competition. They then allocated tokens for expenditure in the competition between the two teams, and provided social reasoning to justify their chosen allocations. Results showed a negative outgroup norm of competition lead to significantly more ingroup bias when the ingroup also held a competitive rather than a cooperative norm. In contrast, a positive outgroup norm of cooperation did not result in significantly less ingroup bias when the ingroup also held a cooperative norm. Additionally adolescents, unlike children who allocated equally were more likely to make reference to fair competition, a form of moral reasoning, in the competitive compared to the cooperative ingroup norm condition. This study showed that children and adolescents considered both ingroup and outgroup norms simultaneously when making intergroup resource allocations, but that only adolescents varied their reasoning to justify these allocation in line with group norms

Triggering rainfall intensities for post-wildfire debris flows in the Sonoran Desertscrub plant community

Wildfire makes landscapes more vulnerable to debris flows by reducing soil infiltration capacity and decreasing vegetation cover. The extent to which fire affects debris-flow processes depends on the severity of the fire, the climatology of intense rainfall, the pre-fire plant community, and sediment supply, among other factors. As fire expands into new plant communities and geographic regions, there is a corresponding need to expand efforts to document fire-induced changes and their impacts on debris-flow processes. In recent years, several large wildfires have impacted portions of the Sonoran Desertscrub plant community in Arizona, USA, a plant community where fire has been historically infrequent. Following two of these fires, we monitored debris-flow activity at the watershed scale and quantified wildfire-driven changes in soil hydraulic properties using in-situ measurements with mini disk tension infiltrometers. Results indicate that rainfall intensity-duration thresholds for the initiation of post-fire debris flows in recently burned watersheds within the Sonoran Desertscrub plant community are substantially greater than those in nearby areas dominated by other plant communities, such as chaparral. Results provide insight into the impact of fire on debris-flow processes in a plant community where it is likely to be more impactful in the future and help expand existing post-fire debris flow databases into a plant community where there is a paucity of observations

Evolution of Debris‐Flow Initiation Mechanisms and Sediment Sources During a Sequence of Postwildfire Rainstorms

Wildfire alters vegetation cover and soil hydrologic properties, substantially increasing the likelihood of debris flows in steep watersheds. Our understanding of initiation mechanisms of postwildfire debris flows is limited, in part, by a lack of direct observations and measurements. In particular, there is a need to understand temporal variations in debris-flow likelihood following wildfire and how those variations relate to wildfire-induced hydrologic and geomorphic changes. In this study, we use a combination of in situ measurements, hydrologic monitoring equipment, and numerical modeling to assess the impact of wildfire-induced hydrologic and geomorphic changes on debris-flow initiation during seven postwildfire rainstorms. We predict the impact of hillslope erosion on debris-flow initiation by combining terrestrial laser scanning surveys of a hillslope burned during the 2016 Fish Fire with numerical modeling of sediment transport throughout a 0.12-km(2) basin in southern California. We use measurements of sediment thickness within the channel to constrain numerical experiments and to assess the role of channel sediment supply on debris-flow initiation. Results demonstrate that debris flows initiated during rainstorms where hillslopes contributed minimally to the event sediment yield and suggest that large inputs of sediment from rill and gully networks are not essential for runoff-generated debris flows. Simulations suggest that both the gradual entrainment of sediment and the mass failure of channel bed sediment can increase sediment concentration to levels associated with debris flows. Finally, postwildfire debris-flow initiation appears closely linked to the same rainfall intensity-duration threshold despite temporal changes in the sediment source, initiation processes, and hydraulic roughness.U.S. Geological Survey (USGS) Landslide Hazards ProgramPublic domain articleThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]