中国的幼儿从事基于社会角色的共享行为.
Xuan Wu1, Qiao Chai2, Jie He1,3
1Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, China.
Developmental science
|January 26, 2026
概括
赋予幼儿社会角色增加了分享行为,特别是当与同龄人模拟相结合时. 这表明早期基于角色的道德受到社会背景和观察的影响.
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:
- 理论上,社会角色有助于塑造道德义务,但它们对儿童行为的影响尚不清楚.
- 这项研究调查了分配的社会角色和同行模拟对幼儿亲社会行为的影响.
研究的目的:
- 检查分配社会角色是否会增加5至6岁儿童的分享行为.
- 为了确定同行建模是否增强了基于角色的共享.
- 探索分配角色,同行模型角色和关于共享的规范判断之间的相互作用.
主要方法:
- 两项研究对192名中国儿童 (96名女孩) 进行了研究.
- 研究1涉及分配一个"义务学生"角色或没有角色,然后观察同行模型 (所有"义务学生"或所有没有角色) 在分享任务之前慷慨地分享.
- 第二项研究仅检查了角色分配的影响,没有同行建模.
主要成果:
- 在研究1中,在观察同龄人模范后,被分配"职责学生"角色的儿童与没有角色的儿童相比,分享的数量显著增加.
- 孩子们对分享的规范判断受到他们自己的角色和模型的角色的影响,这些判断与分享行为相关联.
- 第二项研究表明,单独分配角色并没有增加共享,规范性判断不受影响,与行为无关.
结论:
- 幼儿表现出基于角色的亲社会行为,表现出对角色道德的早期理解.
- 同龄人模拟是提高儿童基于角色的道德和亲社会行为的关键因素.
- 社会角色和观察到的行为相互作用,塑造孩子的道德判断和行为.
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