The development of 'afterlife' beliefs in religiously and secularly schooled children
The development of 'afterlife' beliefs in religiously and secularly schooled children
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DOI：
10.1348/026151005x36498
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发表时间：
2005-11-01
影响因子：
2.3
通讯作者：
Bjorklund, DF
中科院分区：
文献类型：
--
作者：
Bering, JM;Blasi, CH;Bjorklund, DF
在西班牙东部城市的一所天主教学校或一所公立世俗学校上学的 4 岁 10 岁到 12 岁 9 岁的儿童观看了一场木偶戏，其中一只老鼠被鳄鱼吃掉。然后向孩子们询问有关死老鼠的生物和心理功能的问题。结果模式基本上与早期在美国样本中获得的结果相同，年龄较大的儿童比年龄较小的儿童（11至12岁> 8至9岁> 5至6岁）更倾向于认为死亡后功能停止，所有儿童更有可能将认知、欲望和情感状态归因于死老鼠，而不是生物学、心理生物学和知觉状态。尽管就读天主教学校的儿童通常比就读世俗学校的儿童更有可能表示死后功能仍在继续，但天主教和世俗群体之间问题类型的变化模式并无差异。结果被解释为反映了宗教教导/接触和认知能力普遍个体发育对儿童来世信仰发展的综合作用。
Children aged from 4;10 to 12;9 attending either a Catholic school or a public, secular school in an eastern Spanish city observed a puppet show in which a mouse was eaten by an alligator. Children were then asked questions about the dead mouse's biological and psychological functioning. The pattern of results generally replicated that obtained earlier in an American sample, with older children being more apt to state that functions cease after death than younger children (11- to 12-year-olds > 8- to 9-year-olds > 5- to 6-year-olds), and all children being more likely to attribute epistemic, desire, and emotion states to the dead mouse than biological, psychobiological, and perceptual states. Although children attending Catholic school were generally more likely to state that functions continue after death than children attending secular school, the pattern of change with regard to question type did not differ between the Catholic and secular groups. The results were interpreted as reflecting the combined roles of religious instruction/exposure and universal ontogeny of cognitive abilities on the development of children's afterlife beliefs.