儿童在什么年龄可以开始和执行互利交流?
Frankie T K Fong1, Kelly Kirkland2, Ee Liz Puah2
1Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology.
Developmental psychology
|August 22, 2024
概括
学前儿童可以参与互惠互利的交流. 即使没有预设选项,年长的孩子也更频繁地开始交易,这表明他们正在发展谈判技巧,这对合作至关重要.
科学领域:
- 发展心理学 发展心理学
- 社会认知是指社会认知.
- 行为经济学是一种行为经济学.
背景情况:
- 了解幼儿时期合作和谈判技能的发展至关重要.
- 以前的研究还没有完全阐明学龄前儿童互利交流的能力.
研究的目的:
- 调查澳大利亚学龄前儿童参与互利交流的能力.
- 检查幼儿开始和执行公平贸易的发展轨迹.
主要方法:
- 使用预设交易选项的塔楼建设任务开发了一个新的交易范式.
- 第二项研究引入了一个没有预设选项的,结构较少的任务,以及奖励分配任务.
- 参与者包括来自中高社会经济背景的3-5岁的学龄前儿童.
主要成果:
- 在结构化任务中,大多数不同年龄段的儿童选择了高效的贸易选择.
- 在较少结构化的任务中,5岁的孩子比较年轻的孩子更频繁地开始有效的交流.
- 在不同的任务环境中,表现有所不同,这表明了取决于环境的技能发展.
结论:
- 幼儿园儿童,特别是年龄较大的幼儿,表现出启动和执行互利交流的能力.
- 参与公平贸易的能力是在学前阶段发展的,并受到任务结构的影响.
- 这些发现突出了谈判和早期发展中的合作的基本技能.
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