School of Psychology, University of Sussex, Falmer, Brighton BN1 9QH, UK.
Child Dev. 2012 Sep-Oct;83(5):1805-21. doi: 10.1111/j.1467-8624.2012.01813.x. Epub 2012 Jul 10.
Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4-9years, social emotions and self-presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social-conventional rather than moral violations. In 2 further studies with 376 children aged 4-9years, experimental manipulations of self-focused attention (either by leading children to believe they were being video-recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self-presentational concerns were consistently salient in the context of social-conventional violations. The role of rule transgressions in children's emerging self-awareness and social understanding is discussed.
违规行为可能是学习推理公共身份的关键背景。在一项对 91 名 4-9 岁儿童进行的初步研究中，当儿童对涉及社会常规而非道德违规的假设情景做出反应时，更有可能引用社会情感和自我表现关注。在另外两项对 376 名 4-9 岁儿童进行的研究中，自我关注的实验操作（通过引导儿童相信他们正在被录像或通过改变观众对违规行为的反应）被发现会在道德违规后引起对社会评价的更多关注，尽管在社会常规违规的情况下，自我表现关注一直很突出。讨论了规则违反在儿童日益增强的自我意识和社会理解中的作用。
