Children's understanding of self-presentational behavior: Links with mental-state reasoning and the attribution of embarrassment
Children's understanding of self-presentational behavior: Links with mental-state reasoning and the attribution of embarrassment
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DOI：
10.1353/mpq.2002.0015
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发表时间：
2002-10-01
影响因子：
0.8
通讯作者：
Banerjee, R
中科院分区：
文献类型：
--
作者：
Banerjee, R
本研究探讨了小学生对自我表现行为（即旨在塑造他人对自我评价的行为）的认知。在本研究的实验 1 中，48 名 6 至 11 岁的孩子通过故事人物对人际行为进行了解释。正如预测的那样，样本中最小的孩子在识别自我呈现动机方面存在特殊困难。重要的是，孩子们在对照故事中的表现表明，这不太可能反映出推理他人信念的困难。在实验 2 中，对另外 48 名儿童的研究表明，即使在明显具备理解他人自我信念所需的心理状态推理技能的儿童中，自我呈现动机的识别仍然存在差异，而这与故事人物的尴尬归因的差异相关。研究表明，幼儿具有从他人角度看待自我的能力，并且对自我表现行为和尴尬感背后的担忧的成熟理解可能还取决于社会动机因素。
The present study addresses primary school children's cognition about self-presentational behavior (i.e., behavior designed to shape others' evaluations of the self). In Experiment 1 of the present study, 48 6- to 11-year-olds provided explanations for interpersonal behavior by story characters. As predicted, the youngest children in the sample had a specific difficulty with identifying self-presentational motives. Importantly, the children's performance on control stories demonstrated that this was not likely to reflect difficulty with reasoning about others' beliefs. In Experiment 2, work with a further 48 children showed that even among children who clearly had the mental-state reasoning skills required for understanding others' beliefs about the self, there remained variability in the identification of self-presentational motives that was associated with variability in the attribution of embarrassment to story characters. It is suggested that the ability to take others' perspectives on the self is present in young children and that a mature understanding of the concerns that underlie both self-presentational behavior and feelings of embarrassment is likely to depend additionally on social-motivational factors.