Abrams Dominic, Rutland Adam, Pelletier Joseph, Ferrell Jennifer M
Department of Psychology, University of Kent, Canterbury, UK.
Child Dev. 2009 Jan-Feb;80(1):224-43. doi: 10.1111/j.1467-8624.2008.01256.x.
In Study 1, 167 English children aged 6-8 or 9-11 evaluated peer English or French soccer fans that were loyal or partially disloyal. In Study 2, 149 children aged 5-11 made judgments about generic inclusion norms between and within competitive groups. In both studies, children's understanding of intergroup inclusion/exclusion norms (group nous) was predicted by theory of social mind (a social perspective taking measure) but not multiple classification skill. In Study 2, the number of groups children belonged to (an index of peer group experience) also predicted group nous. Supporting the developmental subjective group dynamics model (D. Abrams, A. Rutland, & L. Cameron, 2003), children's experience and perspective taking help them make sense of inter- and intragroup inclusion and exclusion.
在研究1中，167名6至8岁或9至11岁的英国儿童对忠诚或部分不忠诚的同龄英国或法国足球球迷进行了评价。在研究2中，149名5至11岁的儿童对竞争群体之间和内部的一般包容规范做出了判断。在两项研究中，儿童对群体间包容/排斥规范（群体意识）的理解是由社会心理理论（一种衡量社会视角采择的指标）预测的，而非多重分类技能。在研究2中，儿童所属群体的数量（同伴群体经历的一个指标）也预测了群体意识。支持发展性主观群体动态模型（D. 艾布拉姆斯、A. 拉特兰和L. 卡梅隆，2003年）的观点，儿童的经历和视角采择有助于他们理解群体间和群体内的包容与排斥。
