Developmental Differences in Prosocial Behavior Between Preschool and Late Elementary School
Developmental Differences in Prosocial Behavior Between Preschool and Late Elementary School
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DOI：
10.3389/fpsyg.2019.00876
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发表时间：
2019-04-26
影响因子：
3.8
通讯作者：
Davidson, Richard J.
中科院分区：
文献类型：
--
作者：
Flook, Lisa;Zahn-Waxler, Carolyn;Davidson, Richard J.
研究指出，有证据表明，先天的亲社会倾向在生命早期就存在。随着更复杂的认知能力随着发展而出现，这可能会随着时间的推移改变亲社会行为的表达和性质。分享是亲社会行为的重要表现之一。我们的目的是通过比较两个不同的发展过渡时期，探索儿童与重要社会类别的不同接受者的分享行为如何变化。我们比较了 46 名学龄前儿童（M 年龄 = 4.95 岁）和 52 名五年级学生（M 年龄 = 9.98 岁）对两种社会决策范式的反应。结果表明，年龄较大的孩子比年龄较小的孩子更有选择性地根据接受者共享资源，而年龄较小的孩子与不同的接受者更公平地共享资源。第二种范式揭示了年龄较大的儿童的行为和认知存在更大的脱钩，因此学龄前儿童的亲社会行为与他们对接受者性格的判断的联系比五年级学生更紧密。在发展过程中出现的认知复杂性的增加可以用来帮助或歧视他人，这取决于这些能力的引导方式。因此，如何塑造这些能力具有重要的社会影响。
Research points to evidence of innate prosocial tendencies present early in life. As more complex cognitive abilities emerge with development, this may alter the expression and nature of prosocial behaviors over time. Sharing is one important expression of prosocial behavior. Our aim was to explore how children's sharing behavior with different recipients across important social categories changes by comparing two distinct transitional periods in development. We compared the responses of 46 preschoolers (M age = 4.95 years) and 52 5th graders (M age = 9.98 years) on two social decision-making paradigms. Results showed that older children shared more selectively depending on the recipient than younger children, who shared resources more equitably with different recipients. A second paradigm revealed greater uncoupling of behavior and cognition among older children, such that prosocial behavior in preschoolers was more closely linked to their judgments about the recipient's character than it was for 5th graders. Increased cognitive complexity that emerges over the course of development can be used to help or discriminate against others, depending upon how those capacities are channeled. Therefore, how these abilities are shaped has important societal consequences.