描述性规范影响孩子的禁令和道德规范信念
Paul Deutchman1, Emma Sansom2, Julia Marshall3
1Boston College, Department of Psychology and Neuroscience, Chestnut Hill, MA 02467, United States; University of Pennsylvania, Philosophy, Politics, & Economics Program and the Center for Social Norms and Behavioral Dynamics, Philadelphia, PA 19104, United States.
Journal of experimental child psychology
|January 31, 2026
概括
六岁及以上的儿童将常见的行为融入他们对如何行动的信念中,除了个人偏好. 他们的道德判断和信仰受到描述性规范的影响,表明社会行为如何塑造儿童的理解.
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:
- 儿童通过观察他人的行为 (描述性规范) 和理解社会期望 (命令性规范) 来学习社会规则.
- 这两种规范类型之间的相互作用对于发展道德推理和社会行为至关重要.
- 以前的研究还没有完全阐明儿童如何将描述性规范信息整合到他们现有的关于他们应该如何表现的信念中.
研究的目的:
- 调查6-9岁的孩子如何将描述性规范 (常见与不常见的行为) 与他们的禁令性规范 (一个人应该如何表现) 结合起来.
- 检查这种整合是否根据规范性行为的类型而有所不同.
- 为了测试孩子们是否会根据新的描述性规范信息更新他们的信仰.
主要方法:
- 两项预先注册的研究涉及来自美国的234名儿童 (6-9岁).
- 研究1:评估了常见/不常见描述性规范对儿童信仰,道德评价,意图和惩罚等级的影响.
- 研究2:采用主体内,前后设计来评估暴露于描述性规范后的信念更新.
主要成果:
- 到6岁时,儿童的信仰更多地受到普通的描述性规范的影响,而不是大多数行为中不常见的规范,不包括个人偏好.
- 孩子们在获得新的描述性规范信息时,并不总是更新他们以前的信念.
- 信念更新,当它发生时,根据特定的信念措施,行为类型和规范的频率而有显著的变化.
结论:
- 中儿童时期是一个关键时期,儿童对社会规则和道德的理解是由观察到的行为频率所塑造的.
- 儿童对描述性规范的整合突出了他们发展规范信念的自下而上的影响.
- 研究结果表明,儿童的社会学习对其环境中的行为普遍性敏感.
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