Leipzig Research Center for Early Child Development.
Department of Comparative Cultural Psychology.
Dev Psychol. 2020 Feb;56(2):324-335. doi: 10.1037/dev0000873. Epub 2019 Nov 25.
This study examined preschoolers' social inclusion-the active involvement of new partners into social interactions-in different intergroup contexts. Using an interactive paradigm, 3- to 5-year-old German children played a ball-tossing game with 2 puppets in which 1 puppet initiated the game with the child and another approached the game. In Study 1 ( = 144), the initiator was from an ingroup while an outgroup puppet approached the game (ingroup/outgroup condition) or the child and the 2 puppets did not have any group membership (control condition). Social inclusion was assessed by analyzing whether and how children included the approaching puppet into the game. Results revealed that children were more inclusive with increasing age. Across age, children were less willing to include the approaching puppet in the intergroup context as compared to the control context. To further investigate whether the difference between conditions was driven by a preference for the ingroup or a derogation of the outgroup, a second study ( = 72) was conducted. Here, the initiating puppet was neutral (i.e., no group membership) and the approaching puppet was from an outgroup (neutral/outgroup condition). In this condition, social inclusion was in between the 2 conditions of Study 1. Further, the developmental trajectory found in Study 1 could be replicated in Study 2 such that children were more likely to include the approaching puppet with increasing age. These results suggest that children's willingness to include others increases over preschool age and is influenced by both ingroup favoritism and outgroup derogation. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
本研究考察了学龄前儿童在不同群体情境下的社会融入情况——即新伙伴积极参与社交互动。研究采用互动范式，让 3 至 5 岁的德国儿童与两个木偶玩抛球游戏，其中一个木偶与孩子开始游戏，另一个木偶走近游戏。在研究 1（n=144）中，发起者来自内群体，而外群体木偶走近游戏（内群体/外群体条件）或孩子和两个木偶没有任何群体归属（控制条件）。通过分析孩子是否以及如何将走近的木偶纳入游戏，评估了社会融入情况。结果表明，随着年龄的增长，孩子的融入程度更高。在所有年龄段中，与控制条件相比，孩子在群体情境中不太愿意将走近的木偶纳入游戏。为了进一步探讨条件之间的差异是否是由于对内群体的偏好或对外群体的贬低所驱动，进行了第二项研究（n=72）。在这项研究中，发起木偶是中性的（即没有群体归属），走近的木偶来自外群体（中性/外群体条件）。在这种情况下，社会融入程度处于研究 1 的两种条件之间。此外，研究 1 中发现的发展轨迹可以在研究 2 中得到复制，即随着年龄的增长，孩子更有可能将走近的木偶纳入游戏。这些结果表明，儿童愿意接纳他人的意愿随着学龄前年龄的增长而增加，并且受到内群体偏好和外群体贬低的影响。（PsycINFO 数据库记录（c）2020 APA，保留所有权利）。
