Children's moral evaluations of and behaviors toward people who are curious about religion and science

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2024-03-27 DOI:10.1111/cdev.14088

Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon

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Abstract

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 ( $η_{p}^{2}$ = .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.

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儿童对宗教和科学好奇者的道德评价和行为。

尽管儿童对科学表现出好奇心，但对于儿童如何评价他人的好奇心，以及在以信仰为优先的领域（如宗教）和以质疑为优先的领域（如科学）中，评价是否有所不同，仍然存在疑问。在研究 1（n = 115 名 5 至 8 岁儿童；49% 为女性；66% 为白人）中，儿童对宗教或科学方面好奇、无知、不好奇或有知识的行为者进行了评价；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，这些评价会扩展到行为上，因为儿童对好奇心强的人和不好奇的人表现出更多的社会支持和更少的惩罚（η p 2 $$ {eta}_\mathrm{p}}^2 $$ = .37）。这些发现（数据收集于2020-2022年）表明儿童对好奇心有着积极的道德评价，并有助于有关科学认知与宗教认知重叠的辩论。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567