Glidden Jacquelyn, Yee Kathryn M, Killen Melanie
University of Maryland.
Cogn Dev. 2024 Apr-Jun;70. doi: 10.1016/j.cogdev.2024.101450. Epub 2024 May 9.
Previous research has shown that morally-relevant theory of mind enables children to avoid blaming a peer for an accidental transgression. The current study investigated whether this form of theory of mind helps children recognize that gender inequalities are unfair and create negative emotional experiences. Further, the study examined this ability across three perspectives (for themselves, for those who have been advantaged by inequality, and for those who have been disadvantaged by inequality). Participants were 141 children ( = 6.67 years, 49% female, 32% ethnic/racial minority) recruited from the mid-Atlantic region of the U.S. Experience with the negative consequences of gender bias and more advanced mental state understanding was associated with more negative evaluations of gender inequalities and more neutral attributions of others' emotions. These findings shed light on the role of different forms of mental state understanding in children's evaluations of inequalities based on gender.
先前的研究表明，与道德相关的心理理论能让儿童避免因同伴的意外违规行为而责备对方。当前的研究调查了这种心理理论形式是否有助于儿童认识到性别不平等是不公平的，并产生负面情绪体验。此外，该研究从三个角度（为自己、为那些因不平等而受益的人、为那些因不平等而处于不利地位的人）考察了这种能力。参与者是从美国大西洋中部地区招募的141名儿童（平均年龄 = 6.67岁，49%为女性，32%为少数族裔）。对性别偏见负面后果的体验以及更高级的心理状态理解，与对性别不平等的更负面评价和对他人情绪更中立的归因相关。这些发现揭示了不同形式的心理状态理解在儿童基于性别的不平等评价中的作用。
