在刚果盆地社会学习和内部和跨民族共享规范的发展
Sheina Lew-Levy1, Luke Maurits2, Adam H Boyette3
1Department of Psychology, Durham University, Durham, United Kingdom.
PloS one
|January 28, 2026
概括
儿童在中年时代就获得了民族内部和民族间的共享规范. 这表明,在社会学习的影响下,不同社区的合作早已发展起来.
科学领域:
- 发展心理学 发展心理学
- 社会心理学 社会心理学
- 人类学是人类学.
背景情况:
- 人类的合作是独一无二的,它依赖于社会规范.
- 研究往往侧重于民族内部规范的获取,忽视了民族间的合作.
- 跨民族合作在多民族社会中至关重要,并由不同的规范塑造.
研究的目的:
- 调查是否种族内和种族间的社会规范获取遵循类似的发展路径.
- 为了比较儿童的种族内部与种族间共享规范的获取时间表.
- 探索文化背景对规范获取策略的影响.
主要方法:
- 对儿童 (5-17岁) 和成年人 (17岁以上) 进行了修改后的独裁者游戏.
- 参与者包括来自刚果共和国的BaYaka采集者和Bandongo渔民农民.
- 与成年人的采访探讨了规范获取来源和策略.
主要成果:
- 与预测相反,民族内部和民族间的共享规范都是在中儿童时期获得的.
- 儿童的分享选择与成人规范一致,无论是种族内部还是种族间的互动.
- 成年人认为父母和同龄人是获得规范的关键来源;学习策略因文化群体而异.
结论:
- 跨民族的规范是获得的类似于内民族的规范,当儿童接触到多样化的合作.
- 社会规范的获取是整合到儿童更广泛的合作发展.
- 学习的文化差异 (指导与观察) 可能与规范复杂性有关.
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