Gutzwiller-Helfenfinger Eveline, Gasser Luciano, Malti Tina
University of Teacher Education of Central Switzerland, Lucerne, Switzerland.
New Dir Child Adolesc Dev. 2010 Fall;2010(129):11-31. doi: 10.1002/cd.273.
How children make meaning of their own social experiences in situations involving moral issues is central to their subsequent affective and cognitive moral learning. Our study of young children's narratives describing their interpersonal conflicts shows that the emotions and judgments constructed in the course of these real-life narratives differ from the emotions and judgments generated in the context of hypothetical transgressions. In the narratives, all emotions mentioned spontaneously were negative. In contrast, emotions attributed in the interview part covered a broader spectrum. One's own real-life transgressions were judged less severe and more justified than hypothetical transgressions.
儿童如何在涉及道德问题的情境中理解自身的社会经历，这对于他们后续的情感和认知道德学习至关重要。我们对幼儿描述人际冲突的叙事研究表明，在这些现实生活叙事过程中构建的情感和判断，与在假设性违规情境中产生的情感和判断有所不同。在叙事中，所有自发提及的情感都是负面的。相比之下，访谈部分所归属的情感范围更广。与假设性违规相比，人们对自己现实生活中的违规行为的评判没那么严重，且更具合理性。
