对幼儿思维理论、智商以及社会和非社会公平分享框架的跨序列研究

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Jennifer Vonk , Theodore S. Tomeny , Stephanie E. Jett , Sterett H. Mercer , Julie Cwikla
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引用次数: 0

摘要

能力和动机都是人类独特的亲社会性的基础,但对幼儿资源分配的研究主要集中在亲社会动机上,而不是公平分配奖励的数学能力上。我们在两个时间点(时间 1 = 158 人,时间 2 = 111 人)对 3-6 岁儿童进行了测试,以 ToM、智商、分数数量(正分数或不正分数问题)和问题框架(社会或非社会)作为预测儿童表现的指标,从而研究了公平分享的发展情况。不出所料,随着时间和年龄的增长,儿童在正分数和不正分数问题上的表现都更好。然而,与我们的预测不同的是,尽管 ToM 与年龄和问题框架相互作用,可以预测成绩,但成绩与一般智商、ToM 或问题框架并不一致。我们的研究结果表明,当幼儿不能公平分享时,重要的是要考虑他们计算能力的局限性,而不是假设他们有自私的动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A cross-sequential study of theory of mind, IQ, and fair sharing framed socially and non-socially in young children

Both ability and motivation underlie uniquely human prosociality but the study of resource allocation in young children has focused on prosocial motivations rather than mathematical ability to fairly allocate rewards. We examined the development of fair sharing by testing 3–6YO children at two time points (N at Time 1 = 158, N at Time 2 =111) with ToM, IQ, fractional quantities (proper or improper fraction problems), and framing of the problem (social or non-social) as predictors of children’s performance. As expected, children performed better with time and age, and on proper versus improper fractions. However, in contrast to our predictions, performance was not consistently related to general IQ, ToM, or framing of the problem although ToM interacted with age and framing to predict performance. Our results suggest that it is important to consider limitations in numerical ability rather than assuming selfish motivations when young children fail to share fairly.

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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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