儿童从评估行为信息中推断出社会群体的态度,但不要将其扩展到不熟悉的群体成员
Nora Feline Becker1, Yarrow Dunham2, Juliane Degner1
1University of Hamburg, Germany.
Journal of experimental child psychology
|October 29, 2025
概括
儿童很容易形成社会群体,但语言暗示,如名词或形容词,并不能显著改变他们对新群体的态度. 评估侧重于积极的特征,并没有对新成员进行概括.
科学领域:
- 发展心理学 发展心理学
- 社会认知是指社会认知.
- 语言影响力 语言影响力
背景情况:
- 孩子们自然会根据共同的特征形成社会群体.
- 语言线索,如名词与动词对比,可以影响儿童对行为稳定的看法.
- 关于语言如何影响儿童群体态度形成的研究有限.
研究的目的:
- 调查语言线索 (名词与形容词标签) 如何影响儿童对新社会群体的态度.
- 检查不同语言标签对儿童群体评估形成的影响.
主要方法:
- 针对365名儿童 (平均年龄为7岁) 进行了三项研究.
- 通过故事书范式,孩子们被介绍给两个新的小组,描绘了可取或不可取的行为.
- 记录了小组成员和不熟悉的个人的评价.
主要成果:
- 孩子们成功地形成了对小组的评价表征.
- 名词和形容词标签之间的语言变化没有显著影响态度形成.
- 儿童主要通过积极的评价来表达群体差异,并对不熟悉的成员表现出有限的概括.
结论:
- 虽然孩子们形成了群体评估,但语言标签 (名词与形容词) 似乎并没有显著地塑造这些态度.
- 儿童对新型群体的评价主要是积极的,并且不容易对未知个体进行概括.
- 未来的研究应该探索其他影响群体态度形成的语言因素或发展阶段.
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