大众传媒人物对儿童客体选择的影响

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Kimberly E. Vanderbilt, Charlene Andreason
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引用次数: 0

摘要

儿童通常更喜欢带有流行媒体人物形象的物品和食品包装。然而,目前还不清楚是什么因素影响了这一点。本研究调查了流行媒体人物在高质量(全新)和低质量(肮脏、破碎)物体上的描绘是否会影响3- 4岁儿童(N = 84)的物体偏好,以及儿童选择哪些物体来帮助他们完成功能性任务(例如,使用桶来运输几个小物品)。我们还调查了儿童的偏好是否与抑制控制有关。我们发现,孩子们的喜好受到流行人物形象的影响,但对功能性物品的选择却没有影响。相反,孩子们在选择物体来完成任务时依赖于物体的质量。抑制控制与儿童的客体选择无关。这些结果表明,儿童在为不同的目的做出决定时,可能会对物体特征进行不同的权衡。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The influence of popular media characters on children's object choices

Children often prefer objects and food packaging bearing images of popular media characters. However, it is unclear what factors may influence this. This study investigated whether depictions of popular media characters on high-quality (brand new) and low-quality (dirty, broken) objects influenced 3- to 4-year-old children's (N = 84) object preferences, as well as which objects children selected to help them complete a functional task (e.g., using a bucket to transport several small items). We also investigated whether children's preferences were related to inhibitory control. We found children's preferences were influenced by images of popular characters, but not their choice of objects for functional use. Instead, children relied on object quality when selecting an object to complete a task. Inhibitory control was not related to children's object choices. These results suggest children may weigh object features differently when making decisions for different purposes.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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