Stengelin R, Toppe T, Kansal S, Tietz L, Sürer G, Henderson A M E, Haun D B M
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany.
Leipzig Research Center for Early Child Development, University of Leipzig, Jahnallee 59, 04109 Leipzig, Germany.
R Soc Open Sci. 2022 Jan 26;9(1):211281. doi: 10.1098/rsos.211281. eCollection 2022 Jan.
This study investigates how culture and priming 3- to 7-year-old children ( = 186) with third-party social exclusion affects their subsequent inclusion of out-group members. Children in societies that tend to value social independence (Germany, New Zealand) and interdependence (Northern Cyprus) were randomly assigned to minimal groups. Next, they watched video stimuli depicting third-party social exclusion (exclusion condition) or neutral content (control condition). We assessed children's recognition of the social exclusion expressed in the priming videos and their understanding of the emotional consequences thereof. We furthermore assessed children's inclusion behaviour in a ball-tossing game in which participants could include an out-group agent into an in-group interplay. Children across societies detected third-party social exclusion and ascribed lower mood to excluded than non-excluded protagonists. Children from Germany and New Zealand were more likely to include the out-group agent into the in-group interaction than children from Northern Cyprus. Children's social inclusion remained unaffected by their exposure to third-party social exclusion primes. These results suggest that children from diverse societies recognize social exclusion and correctly forecast its negative emotional consequences, but raise doubt on the notion that social exclusion exposure affects subsequent social inclusion.
本研究调查文化以及对3至7岁儿童（ = 186）进行第三方社会排斥启动如何影响他们随后对群体外成员的接纳。倾向于重视社会独立性（德国、新西兰）和相互依存性（北塞浦路斯）的社会中的儿童被随机分配到最小群体中。接下来，他们观看描绘第三方社会排斥的视频刺激（排斥条件）或中性内容（对照条件）。我们评估了儿童对启动视频中表达的社会排斥的识别以及他们对其情感后果的理解。我们还评估了儿童在抛球游戏中的接纳行为，在该游戏中参与者可以将群体外个体纳入群体内互动。不同社会的儿童都能察觉到第三方社会排斥，并认为被排斥的主角的情绪比未被排斥的主角更低落。与北塞浦路斯的儿童相比，来自德国和新西兰的儿童更有可能将群体外个体纳入群体内互动。儿童的社会接纳不受其接触第三方社会排斥启动因素的影响。这些结果表明，来自不同社会背景的儿童能够识别社会排斥并正确预测其负面情绪后果，但对社会排斥暴露会影响随后的社会接纳这一观点提出了质疑。
