University of California Davis, Davis, California, USA.
York University, Toronto, Ontario, Canada.
Child Dev. 2024 Jul-Aug;95(4):e224-e235. doi: 10.1111/cdev.14088. Epub 2024 Mar 27.
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5- to 8-year-olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non-curious, or knowledgeable about religion or science; curiosity elicited relatively favorable moral evaluations (ds > .40). Study 2 (n = 62 7- to 8-year-olds; 48% female; 63% White) found that these evaluations generalized to behaviors, as children acted more pro-socially and less punitively toward curious, versus not curious, individuals ( = .37). These findings (data collected 2020-2022) demonstrate children's positive moral evaluations of curiosity and contribute to debates regarding overlap between scientific and religious cognition.
尽管孩子们对科学表现出好奇心，但仍有一些问题有待解决，例如孩子们如何评估他人的好奇心，以及评估是否因重视信仰（如宗教）的领域与重视质疑（如科学）的领域而有所不同。在研究 1（n=115 名 5 至 8 岁儿童；49%为女性；66%为白人）中，孩子们评估了对宗教或科学感到好奇、无知和不感兴趣或有知识的演员；好奇心引起了相对有利的道德评价（ds>.40）。研究 2（n=62 名 7 至 8 岁儿童；48%为女性；63%为白人）发现，这些评价推广到了行为上，因为孩子们对好奇的人比对不感兴趣的人表现出更多的亲社会行为和更少的惩罚行为（ = .37）。这些发现（2020-2022 年收集的数据）表明，孩子们对好奇心的积极道德评价，并为科学和宗教认知之间的重叠问题的争论做出了贡献。
