没有人会休息:孩子们如何评估集体和有针对性的惩罚
Sarah Thomas1, Caroline Kelsey1,2,3, Amrisha Vaish1
1Department of Psychology, University of Virginia, Charlottesville, Virginia, USA.
Social development (Oxford, England)
|July 12, 2024
概括
孩子 孩子 孩子 孩子
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 道德发展道德发展
背景情况:
- 儿童对公平和正义的理解对于社会发展至关重要.
- 惩罚是教育环境中常见的一种纪律策略.
- 不同类型的惩罚对儿童的感知和行为的影响尚未完全理解.
研究的目的:
- 调查不同年龄段的儿童如何感知和应对有针对性和集体惩罚.
- 为了检查儿童的公平评价和资源分配行为在不同的惩罚场景后.
- 了解儿童对惩罚的推理的发展轨迹.
主要方法:
- 参与者:72名儿童 (36名4-5岁,36名6-7岁).
- 程序:孩子们经历了三个课堂惩罚条件:有针对性,集体和基线.
- 措施:公平评价,对教师和违法者的资源分配,以及对违法者的负面评价.
主要成果:
- 较大的孩子 (6-7岁) 认为集体惩罚比有针对性的惩罚不公平;较小的孩子 (4-5岁) 不区分.
- 与有针对性的惩罚相比,不同年龄段的孩子将更少的资源分配给管理集体惩罚的教师.
- 儿童在集体和有针对性的条件下对违规者进行了更负面的评价,并为他们分配了更少的资源,而不是基线.
结论:
- 儿童对惩罚公平性的理解随着年龄的增长而发展.
- 针对性和集体惩罚都会影响儿童的社会判断和资源分配.
- 这些发现强调了考虑所使用的惩罚类型及其对儿童社会道德发展的潜在影响的重要性.
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