学习漏洞:儿童故意误解的发展
Sophie Bridgers1,2, Kiera Parece1, Ibuki Iwasaki1
1Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA.
Child development
|March 12, 2025
概括
儿童在5-6岁左右就会发展出漏洞行为,当直接的挑战不是一个选择时,他们会使用它来导航规则. 他们认为漏洞导致的麻烦比不遵守更少.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 行为科学 行为科学
背景情况:
- 孩子们经常面临着必须遵守规则的情况,但可能希望避免这些规则.
- 成年人有时会使用"漏洞行为",例如假装误解,以解决相互矛盾的要求.
- 儿童这种行为发展轨迹尚未得到充分理解.
研究的目的:
- 调查儿童漏洞行为的出现和发展.
- 了解儿童对漏洞利用的看法和预测.
- 探索儿童在面对合规挑战时如何产生和利用漏洞.
主要方法:
- 研究人员对723名年龄在3~18岁的儿童进行了四项研究.
- 方法包括评估漏洞行为的出现,儿童对其后果的信念,他们对同伴行为的预测,以及他们产生漏洞的能力.
- 数据是在2020年至2023年期间在美国收集的.
主要成果:
- 漏洞行为在5~6岁左右出现.
- 孩子们认为漏洞是一个不那么危险的策略,而不是直接的不遵守.
- 孩子们预计,当目标冲突时,同龄人更有可能利用漏洞.
- 儿童创造漏洞的能力在整个早期和中期儿童时期发展.
结论:
- 孩子们开发出复杂的策略,比如漏洞行为,以应对复杂的规则和社会期望.
- 这项研究揭示了儿童道德推理和行为自我调节的关键发展途径.
- 了解漏洞行为为我们提供了关于童年时代合规,抗拒和战略思维的发展的见解.
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