年幼的孩子们强制执行自我创造的规范,放荡地放荡
Wouter Wolf1, Vivian Iva2, Isabella Larsen2
1Duke University, Durham, North Carolina, Department of Psychology and Neuroscience 27708, United States; Utrecht University, Department of Developmental Psychology, Heidelberglaan 1, 3584 CS Utrecht, the Netherlands.
Journal of experimental child psychology
|October 22, 2025
概括
只有三岁的孩子会抗议自己制造的规则,而五岁的孩子则表现出一致的抗议率,而不管合作制造规则. 这表明自制规则的规范性已经在早期发展.
科学领域:
- 发展心理学 发展心理学
- 社会认知是指社会认知.
- 道德发展道德发展
背景情况:
- 儿童理解和执行规则是社会发展的核心.
- 以前的研究表明,儿童抗议成年人制定的规则和协同创建的同行规则.
- 小孩子强制执行个人自制的规则的理解仍然不太清楚.
研究的目的:
- 调查三岁和五岁的孩子是否抗议违反他们个人创建的规则.
- 检查规则创建的协作性是否会影响儿童的规则执行.
- 确定规范性向自我创造的规则的发展性出现.
主要方法:
- 进行了两项涉及三岁和五岁儿童的研究.
- 孩子们被要求设计出个人或合作的方式来玩玩具.
- 一个木偶违反了自己创造的规则,孩子们的抗议被录制.
主要成果:
- 五岁的孩子在协作,个人和混合条件下同样抗议自我创建的规则违法行为.
- 三岁的孩子也抗议自己创造的规则,但比五岁的孩子的比例要低.
- 抗议率不受明确的规范性或常规性线索的影响.
结论:
- 孩子们抗议自己制定的规则的意愿并不取决于他们在制造规则时的合作程度.
- 维护自己创造的规范的倾向在发展的早期出现,大约在同一时间,儿童接受成人创造的规范.
- 这些发现表明,乱交的规范性比以前想象的要早.
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