Forty first graders and 40 fifth graders were asked to allocate a limited number of rewards to two children working on identical tasks. Four experimental conditions were established by varying the workers' relative productivity and effort on the task. Fifth graders were generally found to utilize the norm of equity more than first graders in allocating the rewards. Significantly more fifth than first graders reported perceiving a difference in the workers' effort on the task. The first graders' allocations were generally uninfluenced by the manipulation of this performance dimension. In addition no effect of effort was found for the fifth graders under the condition of equal worker productivity. Under the condition of unequal productivity the fifth grade boys divided the rewards proportionally regardless of the workers' relative effort; their female counterparts allocated in a similar manner only when the more productive worker had also demonstrated greater effort on the task. The manner in which the developing child makes decisions regarding what is a fair and deserved amount of resources for others to receive, and factors influencing these decisions, appears an important area for continued study. (Author)