Van de Vondervoort Julia W, Hamlin J Kiley
Department of Psychology, University of British Columbia, Vancouver, British Columbia V6T 1Z4, Canada.
Department of Psychology, University of British Columbia, Vancouver, British Columbia V6T 1Z4, Canada.
J Exp Child Psychol. 2017 Dec;164:136-151. doi: 10.1016/j.jecp.2017.07.004. Epub 2017 Aug 17.
Two experiments explored preschoolers' social preferences and moral judgments of prosocial and antisocial others. In Experiment 1, 3- to 5-year-olds (N=74) observed helping and hindering scenarios previously used to explore sociomoral evaluation in preverbal infants. Whereas 3-year-olds in Experiment 1 did not reliably distinguish between the helper and hinderer when reporting social preferences or moral judgments, both 4- and 5-year-olds preferred the helper, judged the helper to be "nicer" than the hinderer, selectively allocated punishment to the hinderer, and were able to justify their punishment allocations. A simplified procedure and the addition of comprehension questions in Experiment 2 (N=24) improved 3-year-olds' performance, suggestive that their performance in Experiment 1 was likely due to processing or memory difficulties rather than an inability to engage in explicit social and moral evaluation. These studies reveal that young children readily interpret helping and hindering scenarios as socially and morally relevant.
两项实验探究了学龄前儿童对亲社会和反社会他人的社会偏好及道德判断。在实验1中，3至5岁儿童（N = 74）观看了先前用于探究学步前婴儿社会道德评价的帮助和阻碍情境。实验1中的3岁儿童在报告社会偏好或道德判断时，无法可靠地区分帮助者和阻碍者，而4岁和5岁儿童都更喜欢帮助者，认为帮助者比阻碍者“更好”，有选择地对阻碍者进行惩罚，并且能够为他们的惩罚分配做出解释。实验2（N = 24）采用了简化程序并增加了理解问题，提高了3岁儿童的表现，这表明他们在实验1中的表现可能是由于处理或记忆困难，而非无法进行明确的社会和道德评价。这些研究表明，幼儿很容易将帮助和阻碍情境理解为具有社会和道德相关性。
