幼儿对亲社会行为的声誉形成和声誉管理
文献类型：学位论文
| 作者 | 王欣 |
| 答辩日期 | 2019-07 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张真 |
| 关键词 | 声誉形成 声誉管理 亲社会行为 积极效价 儿童 |
| 学位名称 | 理学硕士（同等学力硕士） |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Preschool Children's Reputation Formation and Management of Prosocial Behavior |
| 中文摘要 | Reputation serves as an important mechanism for maintaining cooperative behavior among individuals. Individuals choose or are chosen to be cooperative partners by creating a reputation to others and for him/herself to increase the benefits of the cooperative partners. The purpose of this study is to explore the formation of children's reputation to others and the characteristics of their self-reputation management. Study 1 examined whether children aged 4-6 could develop prosocial behavior of various types and positive behavioral reputation of different categories, as well as characteristics of their reputation development. The study is divided into two tests which targets children aged 4-6 (N = 242) would choose---- two targets of helping and sharing (Test 1), and two targets of helping/sharing and rule observation (Test 2), when he or she needs help or sharing from others. In Test 1, we found that children of 4-6 years old would prefer to choose the target of helping when they are in need of help, instead of the target of sharing, which indicates that children aged 4-6 can generate a reputation for helping others according to the helping behavior of others. However, children can choose to share, rather than to help, when they need the sharing of others until the age of 6, indicating that there is a developmental process regarding the sharing reputation among others according to others' sharing behavior. While in Test 2, we found that children aged 4, 5 and 6 did not show any preferences in choosing to share (or help) or observe rules when they are in need of help (or sharing), indicating children of 4-6 years old cannot produce reputation of different categories based on the positive behavior of other people in terms of moral realm and social custom. Study 2 examined the management of pro-social reputation of various types for 5-year-old children (N = 120). Diverse types of reputational operations on children were carried out (offer to help vs. share vs. no reputation baseline), with a view to examining the subjects' performance of helping and sharing behavior under different reputational conditions. The results show that children who are exposed to the reputational condition of helping tend to act more quickly to help others compared with children under sharing reputation and no reputational control conditions, while children under the reputational condition of sharing tend to share more compared with those exposed to helping and no reputational control conditions. All of the above results demonstrate that a 5-year-old child can effectively manage a particular reputation and maintain a specific reputation by making behaviors consistent with that reputation. This study shows that on the one hand, children show different developmental patterns for the formation of pro-social reputations of various kinds, and their reputation of helping tends to form earlier than the formation of sharing. However, children can not distinguish the positive behavioral reputations of different categories until the age of 6. On the other hand, children of 5 years old can accurately manage their helping and sharing reputation, and maintain their corresponding reputation by helping and sharing with others. In conclusion, children's perception of reputation is reflected in their specific types of behavior, and the development of self-reputation management comes somewhat earlier than the perception of others' reputation, meaning that children are more sensitive to self-reputation. It is suggested that in the early social interactions, it is more fundamental and important for children to be chosen by others as a cooperative partner than to choose others as their own cooperative partners. |
| 英文摘要 | 声誉是维持个体间合作行为的一种重要机制。个体通过形成对他人的声誉和对自我的声誉进行管理，选择或被选择为合作同伴以增加合作双方的收益。本研究旨在探讨幼儿对他人声誉的形成以及对自我声誉管理的特点。研究一考察了4-6岁儿童是否能够形成有关他人不同类型亲社会行为以及不同范畴积极行为声誉，以及该声誉形成的发展特点。研究一通过两个实验，对4-6岁儿童（N = 242）分别呈现做出帮助和分享行为的两个目标个体（实验一），以及做出帮助/分享行为和守规则行为的两个目标个体（实验二），考察儿童在自己需要得到帮助或者自己需要得到分享时，会选择哪个目标个体。实验一发现，4-6岁儿童在自己需要得到帮助时，会偏好选择做出帮助行为的个体，而不是选择做出分享行为的个体，这表明4-6岁儿童能够根据他人的助人行为表现形成有关他人的助人声誉；但是，直到6岁，儿童才能在自己需要得到分享时，偏好选择做出分享行为的个体，而不是选择做出帮助行为的个体，表明儿童根据他人的分享行为表现形成有关他人的分享声誉有一个发展的过程。实验二发现，3个年龄段的儿童在自己需要得到帮助（或分享）时，面对做出分享（或帮助）行为的个体和守规则的个体，没有表现出任何选择偏好，表明4-6岁儿童均不能根据他人道德范畴和社会习俗范畴的积极行为形成不同范畴的声誉。研究二考察了5岁儿童（N = 120）对自身不同类型亲社会声誉的管理。实验对儿童进行了不同类型的声誉操作（爱助人vs. 爱分享vs. 无声誉基线），考察儿童之后在不同声誉条件下助人行为和分享行为的表现。研究发现：助人声誉条件下的儿童，相比于分享声誉和无声誉控制条件，儿童会更迅速地做出助人行为；而分享声誉条件下的儿童，相比于助人声誉和无声誉控制条件，儿童有更多的分享量。这些结果表明，5岁儿童能够有效地对特定声誉进行管理，通过做出和声誉一致的行为来维持特定声誉。本研究表明，一方面儿童对他人不同类型的亲社会声誉形成表现出不同的发展规律，对助人声誉的形成早于对分享声誉的形成；但是，直到6岁，儿童还不能区分不同范畴的积极行为声誉。另一方面，儿童在5岁时，能够对自我的助人和分享声誉进行准确管理，通过做出助人和分享行为来维持自己相应的声誉。这些结果说明，儿童对声誉的感知体现在具体行为类型上，而对自我声誉管理的发展在一定程度上早于对他人声誉形成的发展，这意味着儿童对自我声誉比对他人声誉更加敏感，提示说在儿童早期的社会交往中，自己被他人选择为合作同伴相比于选择他人作为自己的合作同伴更为基础和重要。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/41705]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王欣. 幼儿对亲社会行为的声誉形成和声誉管理[D]. 中国科学院心理研究所. 中国科学院大学. 2019. |
入库方式： OAI收割
来源：心理研究所
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