心理发展与教育 ›› 2013, Vol. 29 ›› Issue (5): 466-474.

• 认知与社会性发展 • 上一篇    下一篇

规则的不同特点对儿童判断的影响

周双珠, 陈英和   

  1. 北京师范大学发展心理研究所, 北京 100875
  • 出版日期:2013-09-15 发布日期:2013-09-15
  • 通讯作者: 陈英和,E-mail:chenyinghe@bnu.edu.cn E-mail:chenyinghe@bnu.edu.cn
  • 基金资助:
    教育部人文社会科学重点研究基地重大项目(12JJD190001); 北京市哲学社会科学“十二五”规划项目(12JYA003).

The Influence of Different Rule Characteristics on Children’s Judgments

ZHOU Shuang-zhu, CHEN Ying-he   

  1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
  • Online:2013-09-15 Published:2013-09-15

摘要: 本研究探讨不同领域的规则(安全领域规则,个人领域规则)和不同的规则提出者(成人权威,同辈权威)对儿童判断的影响。研究考察了48名4~7岁的儿童在道义推理、奖惩判断、愿望理解和行为判断的发展变化特点。结果表明:(1)直到7岁儿童才能根据规则的不同特点做出不同的判断,7岁儿童预测更不应该违反安全领域规则,违反安全领域规则和成人权威制定的规则后应该受到更多的批评,而4岁组和5岁组儿童在不同规则情境下的判断没有显著差异;(2)各年龄组儿童预测应该给予表扬的数量在各情境下没有显著差异;(3)在规则与愿望相冲突时,高年龄组儿童比低年龄组儿童更多地报告主人公会坚持自己的愿望;(4)在预测主人公是否会违反规则上,各年龄组在不同规则情境下均无显著差异。

关键词: 安全领域规则, 个人领域规则, 成人权威, 同辈权威, 儿童

Abstract: This study explored the influence of different domains (prudential domain; personal domain) and different authorities (adult; peer) on children's judgments. 48 children aged from 4 to 7 participated. The results showed that: (1) 7-year-olds had a more complex understanding of rule. They predicted that the protagonists shouldn't break rules of prudential domain more than rules of personal domain and should be criticized more for breaking rules of prudential domain. And they also predicted that the protagonists should be criticized more for breaking the rule claimed by adult authority. Whereas 4 and 5-year-olds' predictions did not differ significantly in different rule situations. (2) Children's predictions of praise didn't differ significantly across conditions. (3) Older children are more inclined to predict that a protagonist would insist to do what he prefers, even though there is a prohibitive rule. (4) There was no significant difference on behavior predictions. The amount of children who predict compliance and transgression are even.

Key words: rules of prudential domain, rules of personal domain, adult authority, peer authority, children

中图分类号: 

  • B844.1
Astington, J. W. (2004). Bridging the gap between theory of mind and moral reasoning. In J. A. Baird & B. Sokol, W (Eds.), Mind, morals, and action: The interface between children's theory of mind and socio-moral development (pp. 63-72). San Francisco: Jossey-Bass.
Baird, J. A. (2008). Thinking outside the smarties box: A broader perspective on theory of mind. Human Development, 51(2), 143-147.
Baird, J. A., & Astington, J. W. (2004). Understanding in the development of moral cognition and moral action. New Directions for Child and Adolescent Development, 2004(103), 37-49.
Berkowitz, M., Kahn, J., Mulry, G., & Piette, J. (1995). Psychological and philosophical considerations of prudence and morality. In M. Killen & D. Hart (Eds.), Morality in everyday life (pp. 201-224). Cambridge: Cambridge university press.
Hasebe, Y., L. Nucci,L., & Nucci, M. S. (2004). Parental control of the personal domain and adolescent symptoms of psychopathology: A cross-national study in the United States and Japan. Child Development, 75(3), 815-828.
Hawley, P. H. (2003). Strategies of control, aggression, and morality in preschoolers: An evolutionary perspective. Journal of Experimental Child Psychology, 85(3), 213-235.
Helwig, C. C., & Turiel, E. (2011). Children's social and moral reasoning. In Smith, P. K. & Hart, C. H. (Ed.) The Wiley-Blackwell handbook of childhood social development (2nd ed., pp.567-583).
Kalish, C. W. (2006). Integrating normative and psychological knowledge: What should we be thinking about? Journal of Cognition and Culture, 6, 191-208.
Killen, M., & Smetana, J. G. (1999). Social interactions in preschool classrooms and the development of young children's conceptions of the personal. Child Development, 70(2), 486-501.
Lagattuta, K. H. (2005). When you shouldn't do what you want to do: Young children's understanding of desires, rules, and emotions. Child Development, 76(3), 713-733.
Lagattuta, K. H., Nucci, L., & Bosacki, S. L. (2010). Bridging theory of mind and the personal domain: Children's reasoning about resistance to parental control. Child Development, 81(3), 1024-1024.
Laupa, M. (1991). Children's reasoning about 3 authority attributes: Adult status, knowledge, and social position. Developmental Psychology, 27(2), 321-329.
Laupa, M., & Turiel, E. (1986). Children's conceptions of adult and peer authority. Child Development. 57(2), 403-412.
Laupa, M., & Turiel, E. (1993). Children's concepts of authority and social contexts. Journal of Educational Psychology, 85(1), 191-197.
Nucci, L. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52(1), 114-121.
Nucci, L. (2001). Education in the moral domain. Cambridge: Cambridge University Press.
Nucci, L., & Gingo, M. (2011). The development of moral reasoning. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 420-445). Oxford: Blackwell.
Nucci, L., & Weber, E. K. (1995). Social interactions in the home and the development of young childrens conceptions of the personal. Child Development, 66(5), 1438-1452.
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), 12-21.
Siegal, M., & Storey, R. M. (1985). Day-care and children's conceptions of moral and social rules. Child Development, 56(4), 1001-1008.
Smetana, J. (2006). Social-cognitive domain theory: Consistencies and variations in children's moral and social judgments. In Handbook of moral development (pp. 117-154). Mahwah: Erlbaum.
Smetana, J. G. (1981). Preschool children's conceptions of moral and social rules. Child Development, 52(4), 1333-1336.
Smetana, J. G., & Conry-Murray, C. (2008). Going out of your mind: Broadening the social in social reasoning. Human Development, 51(2), 136-142.
Tisak, M. S. (1986). Children's conceptions of parental authority. Child Development, 57(1), 166-176.
Tisak, M. S. (1993). Preschool children's judgments of moral and personal events involving physical harm and property damage. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 39(3), 375-390.
Tisak, M. S., Crane-Ross, D., Tisak, J., & Maynard, A. M. (2000). Mothers' and teachers' home and school rules: Young children's conceptions of authority in context. Merrill-Palmer Quarterly-Journal of Developmental Psychology, 46(1), 168-187.
Tisak, M. S., Nucci, L. P., & Jankowski, A. M. (1996). Preschool children's social interactions involving moral and prudential transgressions: An observational study. Early Education & Development 7(2), 137-148.
Tisak, M. S., & Turiel, E. (1984). Children's conceptions of moral and prudential rules. Child Development, 55(3), 1030-1039.
Turiel, E. (1983). The development of social knowledge: Morality and convention. Cambridge: Cambridge University Press.
Wang, F., Zhu, L. Q., & Shi, K. (2011). How do children coordinate information about mental states with social norms? Cognitive Development, 26(1), 72-81.
Wellman, H.M. (2002). Understanding the psychological world: Developing a theory of mind. In U.Goswami (Ed.) Handbook of childhood cognitive development (pp.167-187). Oxford England: Blackwell.
Wellman, H.M.,& Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75(2),523-541.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655-684.
Wellman, H. M., & Miller, J. G. (2008). Including deontic reasoning as fundamental to theory of mind. Human Development, 51(2), 105-135.
Yau, J., & Smetana, J. G. (2003). Conceptions of moral, social-conventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74(3), 647-658.
Schaffer, H. R. 胡清芬等译. (2006).发展心理学的关键概念. 上海:华东师范大学出版社.
Sigelman, C.K., & Rider, E.A. 陈英和等译. (2003). 生命全程发展心理学. 北京:北京师范大学出版社.
邢淑芬, 林崇德.(2011).表扬对儿童心理效应的调节与中介因素. 首都师范大学学报(6), 66-70.
刘春琼. (2011).领域理论的道德心理学研究. 上海: 上海教育出版社.
宗匠.(2011). 这样不可以!—歪歪兔行为习惯系列互动图画书. 北京: 海豚出版社.
[1] 储月, 刘希平, 徐慧, 唐卫海. 儿童社会分享型提取诱发遗忘的发展特点[J]. 心理发展与教育, 2024, 40(2): 153-159.
[2] 刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为:心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[3] 梁丹丹, 闫晓民, 葛志林. 4~8岁汉语高功能自闭症儿童基于语言线索的情绪识别能力发展研究[J]. 心理发展与教育, 2024, 40(2): 169-175.
[4] 史梦梦, 任桂琴, 孙军红, 张鑫星. 词汇类型和阅读水平对小学一年级儿童阅读理解监控的影响[J]. 心理发展与教育, 2024, 40(2): 207-214.
[5] 冷欣怡, 苏萌萌, 李文玲, 杨秀杰, 邢爱玲, 张湘琳, 舒华. 家庭环境与农村儿童早期语言发展的关系[J]. 心理发展与教育, 2024, 40(1): 8-18.
[6] 赵京伟, 陈晓旭, 任立文, 耿喆, 徐夫真. 父母心理控制与小学儿童焦虑:一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(1): 93-102.
[7] 朱娜平, 刘雁伶, 熊红梅, 赵攀. “公无远近”有早晚:不同资源分配情境中儿童公平规范执行行为发展特点[J]. 心理发展与教育, 2023, 39(6): 772-780.
[8] 颜志强, 周可, 曾晓, 徐惠, 朱晓倩, 张娟. 学前期儿童执行功能与攻击性行为的关系:认知共情的中介作用[J]. 心理发展与教育, 2023, 39(6): 788-797.
[9] 任立文, 马原驰, 张清瑶, 张玲玲, 徐夫真. 父母心理控制与儿童学校适应的关系:基于交叉滞后的分析[J]. 心理发展与教育, 2023, 39(5): 635-644.
[10] 李甜甜, 董会芹. 父母冲突知觉与儿童焦虑情绪:正负性信息注意偏向的中介作用及性别的调节作用[J]. 心理发展与教育, 2023, 39(4): 488-496.
[11] 银小兰, 周路军, 朱翠英. 学校环境对农村留守儿童亲社会行为的影响:心理资本与生活满意度的中介作用[J]. 心理发展与教育, 2023, 39(4): 497-504.
[12] 赵纤, 王志航, 王东方, 袁言云, 尹霞云, 黎志华. 贫困家庭儿童在青少年早期的亲社会行为发展轨迹:性别及父母教养方式异质性的影响[J]. 心理发展与教育, 2023, 39(3): 323-332.
[13] 张玉平, 董琼, 宋爽, 舒华. 小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J]. 心理发展与教育, 2023, 39(2): 210-218.
[14] 李君, 王悦, 陈夏妮, 李莹. 二语学习对汉语学龄儿童认知控制与词汇通达的作用——年龄和二语熟练程度的影响[J]. 心理发展与教育, 2023, 39(2): 219-227.
[15] 鲁明辉, 王融, 张丽敏. 父母心理弹性与自闭症谱系障碍儿童情绪行为问题的关系:一个有调节的中介模型[J]. 心理发展与教育, 2023, 39(2): 247-254.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!