The University of Texas at Austin.
Texas State University.
Child Dev. 2019 May;90(3):746-758. doi: 10.1111/cdev.12935. Epub 2017 Aug 24.
The current study used a novel methodology based on multivocal ethnography to assess the relations between conformity and evaluations of intelligence and good behavior among Western (U.S.) and non-Western (Ni-Vanuatu) children (6- to 11-year-olds) and adolescents (13- to 17-year-olds; N = 256). Previous research has shown that U.S. adults were less likely to endorse high-conformity children as intelligent than Ni-Vanuatu adults. The current data demonstrate that in contrast to prior studies documenting cultural differences between adults' evaluations of conformity, children and adolescents in the United States and Vanuatu have a conformity bias when evaluating peers' intelligence and behavior. Conformity bias for good behavior increases with age. The results have implications for understanding the interplay of conformity bias and trait psychology across cultures and development.
本研究采用一种新的多声道民族志方法，评估了西方（美国）和非西方（新喀里多尼亚瓦努阿图）儿童（6 至 11 岁）和青少年（13 至 17 岁；N=256）之间的从众行为与智力和良好行为评价之间的关系。先前的研究表明，与新喀里多尼亚瓦努阿图成年人相比，美国成年人不太可能认可高从众的孩子聪明。当前的数据表明，与之前记录成年人对从众评价的文化差异的研究相反，美国和瓦努阿图的儿童和青少年在评价同伴的智力和行为时存在从众偏见。对良好行为的从众偏见随着年龄的增长而增加。这些结果对于理解跨文化和发展中从众偏见和特质心理学的相互作用具有启示意义。
