Hicks Catherine M, Liu David, Heyman Gail D
The Design Lab, University of California, San Diego, La Jolla, California, USA.
Br J Dev Psychol. 2015 Mar;33(1):123-35. doi: 10.1111/bjdp.12077. Epub 2014 Dec 16.
Self-disclosure of performance information involves the balancing of instrumental, learning benefits (e.g., obtaining help) against social costs (e.g., diminished reputation). Little is known about young children's beliefs about performance self-disclosure. The present research investigates preschool- and early school-age children's expectations of self-disclosure in different contexts. In two experiments, 3- to 7-year-old children (total N = 252) heard vignettes about characters who succeeded or failed at solving a puzzle. Both experiments showed that children across all ages reasoned that people are more likely to self-disclose positive than negative performances, and Experiment 2 showed that children across all ages reasoned that people are more likely to self-disclose both positive and negative performances in a supportive than an unsupportive peer environment. Additionally, both experiments revealed changes with age - Younger children were less likely to expect people to withhold their performance information (of both failures and successes) than older children. These findings point to the preschool ages as a crucial beginning to children's developing recognition of people's reluctance to share performance information.
表现信息的自我披露涉及到工具性、学习益处（例如获得帮助）与社会成本（例如声誉受损）之间的权衡。对于幼儿对表现自我披露的看法，我们知之甚少。本研究调查了学龄前和学龄早期儿童在不同情境下对自我披露的期望。在两项实验中，3至7岁的儿童（总样本量N = 252）听了关于在解决谜题中成功或失败的角色的小故事。两项实验均表明，所有年龄段的儿童都认为，人们更有可能自我披露积极的表现而非消极的表现，实验2表明，所有年龄段的儿童都认为，在支持性的同伴环境中比在不支持性的同伴环境中，人们更有可能自我披露积极和消极的表现。此外，两项实验都揭示了随年龄的变化——年幼的儿童比年长的儿童更不可能期望人们隐瞒他们的表现信息（包括失败和成功）。这些发现表明，学龄前阶段是儿童逐渐认识到人们不愿分享表现信息的关键开端。
