Howarth Grace Z, Guyer Amanda E, Pérez-Edgar Koraly
George Mason University.
Soc Dev. 2013 Feb;22(1):146-162. doi: 10.1111/sode.12006.
This study presents a novel task examining young children's affective responses to evaluative feedback-specifically, social acceptance and rejection-from peers. We aimed to determine (1) whether young children report their affective responses to hypothetical peer evaluation predictably and consistently, and (2) whether young children's responses to peer evaluation vary as a function of temperamental shyness and gender. Four- to seven-year-old children (N = 48) sorted pictures of unknown, similar-aged children into those with whom they wished or did not wish to play. Computerized peer evaluation later noted whether the pictured children were interested in a future playdate with participants. Participants then rated their affective responses to each acceptance or rejection event. Children were happy when accepted by children with whom they wanted to play, and disappointed when these children rejected them. Highly shy boys showed a wider range of responses to acceptance and rejection based on initial social interest, and may be particularly sensitive to both positive and negative evaluation. Overall, the playdate task captures individual differences in affective responses to evaluative peer feedback and is potentially amenable to future applications in research with young children, including pairings with psychophysiological measures.
本研究提出了一项全新的任务，旨在考察幼儿对评价性反馈（具体而言，即来自同伴的社会接纳和拒绝）的情感反应。我们的目标是确定：（1）幼儿是否能可预测且一致地报告他们对假设性同伴评价的情感反应；（2）幼儿对同伴评价的反应是否会因气质性害羞和性别而有所不同。4至7岁的儿童（N = 48）将不认识的同龄儿童图片分成他们希望与之玩耍或不希望与之玩耍的两类。随后，计算机化的同伴评价会记录图片中的儿童是否对与参与者进行未来的玩耍约会感兴趣。参与者接着对他们对每一次接纳或拒绝事件的情感反应进行评分。当被他们想与之玩耍的儿童接纳时，孩子们会很高兴；而当这些儿童拒绝他们时，他们会感到失望。高度害羞的男孩基于最初的社会兴趣，对接纳和拒绝表现出更广泛的反应范围，并且可能对积极和消极评价都特别敏感。总体而言，玩耍约会任务捕捉到了幼儿对同伴评价性反馈的情感反应中的个体差异，并且在未来针对幼儿的研究应用中具有潜在的适用性，包括与心理生理测量方法相结合。
