群体合作中儿童第三方惩罚的发展特点及社会规范的影响

doi:10.16187/j.cnki.issn1001-4918.2026.05.02

摘要/Abstract

摘要： 本研究旨在探讨儿童惩罚搭便车的发展特点及社会规范的影响。实验一使用公共物品博弈，控制搭便车的意图，随机选取202名6~10岁儿童（男生93人）。结果发现，相比无意搭便车，儿童对有意搭便车的惩罚更重。随着年龄发展，儿童对无意搭便车的惩罚逐渐降低。实验二探讨社会规范启动对儿童惩罚搭便车的影响，实验2a和2b均随机选取242名6~10岁儿童（男生分别为110人和114人）。结果发现：儿童对外群体成员的惩罚高于对内群体成员的惩罚；成人的规范启动能提高儿童对外群体成员的惩罚，同龄人的规范启动会削弱儿童对内群体成员的惩罚。学龄儿童已经具有对合作行为的规范性期望，并愿意付出代价惩罚破坏该规范的人。7岁是儿童惩罚策略的分水岭，儿童从基于结果的惩罚转向基于意图的惩罚。启动社会规范能提高儿童对外群体成员的惩罚，成人传递正确性规范的效果好于同龄人。

关键词: 搭便车, 惩罚, 社会规范启动, 内群体偏爱, 学龄儿童

Abstract: The current study aims to explore the developmental characteristics of children’s punishment of free riding and the influence of social norms. In Study 1, a public goods game was employed, controlling the intention of free riding behavior. The results showed that children aged 6~10 punished it more severely compared to unintentional free riding. With age, the severity of their punishment of unintentional free riding decreased. Study 2 investigated the impact of social norm priming on children's punishment on free riding. The findings showed that children punished free riding by out-group members more severely than that by in-group members. Norm priming by adults enhanced children’s punishment of free-riding by out-group members. In contrast, norm priming by peers weakened children's tendency to punish free riding by in-group members. School-aged children already have normative expectations for cooperative and pay to punish those who break this norm, from age 7, children move from outcome-based punishment to intent-based punishment. Priming social norms would increase children’s punishment of out-group members, “corrective” normative information are more effective from authoritative adults than from peers.

Key words: free riding, punishment, social norm priding, ingroup favoritism, school-aged children

中图分类号:

B844

徐晓惠, 陈颖, 辛素飞. 群体合作中儿童第三方惩罚的发展特点及社会规范的影响[J]. 心理发展与教育, 2026, 42(5): 619-629.

XU Xiaohui, CHEN Ying, XIN Sufei. Development of Children’s Third-party Punishment in Group Cooperation and the Influence of Social Norms[J]. Psychological Development and Education, 2026, 42(5): 619-629.

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