我们 "的框架和伙伴人数对两三岁幼儿承诺感的影响

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-10-01 DOI:10.1016/j.cogdev.2024.101511

Jared Vasil , Maya Provençal , Michael Tomasello

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引用次数: 0

摘要

忠诚的伴侣会感到彼此的规范约束。这种规范压力使伴侣们不会因为其他有吸引力的选择而抛弃对方。研究表明，这种承诺感是在 3 岁左右出现的。本研究调查了伙伴数量和语言 "我们 "框架对 2 岁和 3 岁儿童承诺的影响（每个年龄组 48 人）。一个或三个木偶伙伴将无聊的游戏框定为 "我们 "或 "你们 "正在做的事情。当参与者与同伴一起玩时，另一种有趣的游戏就出现了。与 "你们 "相比，两岁幼儿在 "我们 "框架下，特别是在与一组伙伴一起玩时，与伙伴在一起的时间更长，然后才会放弃。对 3 岁幼儿则没有可靠的影响，因为他们很容易抛弃自己的伙伴。这是第一份关于能可靠地影响 2 岁幼儿承诺感的操作的报告。这些结果可能表明，两岁幼儿的责任感并不是完全规范的，而是以伙伴为基础的，但还需要进一步的研究。

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Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment

Committed partners feel normatively bound to one another. This normative pressure causes partners not to abandon one another for attractive alternatives. Research suggests that this sense of commitment emerges at around 3 years of age. This study investigated effects of partner number and linguistic “we”-framing on 2- and 3-year-olds’ commitment (N = 48 per age group). One or three puppet partners framed a boring game as something either “we” or “you” are doing. As participants played with their partner(s), a fun, alternative game appeared. Two-year-olds remained longer with partner(s) before abandoning them following “we”-framing compared to “you”-framing, particularly when committed to a group of partners. There were no reliable effects on 3-year-olds, who readily abandoned their partner(s). This is the first report of a manipulation that reliably influences 2-year-olds’ sense of commitment. These results may suggest a not-fully-normative, partner-based sense of responsibility in 2-year-olds, though additional research is warranted.

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来源期刊

Cognitive Development Multiple-

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.