权衡关系类型和能力:4至6岁儿童寻求帮助期望的发展转变
Chenglong Jia1, Wenshuo Li2, Siqi Chen2
1Laboratory of Child Culture and Brain-Mind, Zhejiang Normal University, Hangzhou, China; College of Child Development and Education, Zhejiang Normal University, Hangzhou, China.
幼儿园 幼儿园 幼儿园 幼儿园
科学领域:
- 发展心理学 发展心理学
- 社会认知是指社会认知.
- 附着理论 附着理论
背景情况:
- 儿童选择合适的帮助者的能力至关重要.
- 了解幼儿如何衡量寻求帮助的社会线索是有限的.
- 学前年龄是发展这些社会认知技能的关键时期.
研究的目的:
- 调查4至6岁儿童如何整合关系类型和能力线索.
- 在预测寻求帮助的行为时,检查在优先考虑社会信息方面的发育转变.
- 探索依恋表征在儿童社会期望中的作用.
主要方法:
- 利用了第三方预测任务,涉及假设的寻求帮助的场景.
- 展示了不同关系类型 (母亲与不熟悉的成年人) 和能力水平的孩子.
- 分析了孩子们对寻求帮助的人会去找谁的期望.
主要成果:
- 四岁的孩子优先考虑关系 (母亲) 而不是能力.
- 5岁和6岁的孩子越来越多地整合了能力线索,甚至更喜欢有能力的陌生成年人而不是母亲.
- 观察到一种发育转变,能力线索随着年龄的增长而获得显著的权重.
结论:
- 幼儿灵活地整合多个社会线索 (关系,能力) 来形成寻求帮助的期望.
- 依恋表达是动态的和情境敏感的,在学前阶段演变.
- 这项研究揭示了儿童寻求帮助的决定背后的发展中的社会认知系统.
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