Boston University, Department of Psychological & Brain Sciences, 64 Cummington Mall, Boston, MA 02215, USA.
Curr Opin Psychol. 2018 Apr;20:1-5. doi: 10.1016/j.copsyc.2017.07.041. Epub 2017 Aug 7.
Several studies have shown that children struggle to give what they believe that they should: the so-called knowledge-behavior gap. Over a dozen recent Dictator Game studies find that, although young children believe that they should give half of a set of resources to a peer, they typically give less and often keep all of the resources for themselves. This article reviews recent evidence for five potential explanations for the gap and how children close it with age: self-regulation, social distance, theory of mind, moral knowledge and social learning. I conclude that self-regulation, social distance, and social learning show the most promising evidence for understanding the mechanisms that can close the gap.
多项研究表明，儿童难以表现出他们认为自己应该表现的行为：即所谓的知识-行为差距。最近十几项独裁者游戏研究发现，尽管幼儿认为他们应该将一组资源的一半分给同伴，但他们通常给的更少，并且经常将所有资源留给自己。本文综述了导致这种差距的五个潜在解释的最新证据，以及儿童随着年龄的增长如何缩小这种差距：自我调节、社会距离、心理理论、道德知识和社会学习。我得出的结论是，自我调节、社会距离和社会学习为理解能够缩小差距的机制提供了最有希望的证据。
