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The purpose of this study was to investigate the relationship betweenpreschoolers' cognitive abilities and their fairness-related allocationbehaviors in a dilemma of equity-efficiency conflict. Four- to 6-year-olds inExperiment 1 (N = 99) decided how to allocate 5 reward bells. In thefirst-party condition, preschoolers were asked to choose among giving more toself (self-advantageous inequity), wasting one bell (equity) or giving more toother (self-disadvantageous inequity); while in the third-party condition, theychose to allocate the extra bell to one of two equally deserving recipients orto waste it. Results showed that compared to the pattern of decision in thethird-party condition, preschoolers in the first-party condition were morelikely to give the extra bell to other (self-disadvantaging behaviors), andage, inhibitory control (IC) and theory of mind (ToM) were positivelycorrelated with their self-disadvantaging choices, but only IC mediated therelationship between age and self-disadvantaging behaviors. Experiment 2 (N =41) showed that IC still predicted preschoolers' self-disadvantaging behaviorswhen they could choose only between equity and disadvantageous inequity. Theseresults suggested that IC played a critical role in the implementation ofself-disadvantaging behaviors when this required the control over selfishnessand envy.

"Favoring my playmate seems fair": Inhibitory control and theory of mind in preschoolers' self-disadvantaging behaviors