Consequences of superfluous social constraints: Effects on young children's social inferences and subsequent intrinsic interest.
Consequences of superfluous social constraints: Effects on young children's social inferences and subsequent intrinsic interest.
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多余的社会约束的后果：对幼儿的社会推理和随后的内在兴趣的影响。
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发表时间：
1982
期刊：
影响因子：
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通讯作者：
D. Greene
中科院分区：
文献类型：
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作者：
M. Lepper;G. Sagotsky;J. Dafoe;D. Greene
概括和概括还应该表征儿童获得对获得与表现相关的奖励与一个人在某项活动中的能力或努力之间的关系的理解，或者对提供或管理奖励的人的动机与试图影响或控制的社会意义之间的关系的理解。这一分析有两个主要含义。首先，它表明幼儿不需要对贴现原理有抽象和反思性的理解，就能在特定的具体和熟悉的情况下表现出贴现效果。这种观点与早期考虑的发展文献是一致的（Kassin，1981；Wells & Shultz，1980）。其次，这种方法表明，儿童对涉及外在激励或其他社会约束的情况的反应的相对复杂性，应该比成人或年龄较大的儿童更依赖于这些情况与儿童之前遇到过类似社会控制技术的其他环境之间的关系。更具体地说，它表明，幼儿对某些折扣模式施加的社会约束做出反应的可能性，应取决于他们之前使用类似社会控制技术的经验在多大程度上经常且独特地与强迫他们或其他人参与最低限度固有兴趣的活动的企图相关联。因此，在目前的实验中，我们试图探索儿童对施加一种多余的外在约束的反应，即对儿童参与两项性质相似的活动施加手段-目的关系，并假设与以前的外部约束经历密切相关。在第一项研究中，我们考虑了儿童对活动的社会推论，这些活动在我们的受试者最习惯于遇到此类外在偶然事件的精确社会背景中呈现为手段或目的。我们的第二项研究考察了儿童对另外 54 名 LEPPER、SAGOTSKY、DAFOE 和 GREENE 儿童的动机和兴趣的社会推论，这些儿童在参与两项明显相似的活动之间存在概念上类似的名义偶然事件，但在一个新颖的背景下，与儿童以前可能遇到此类偶然事件的环境不太相似。最后，我们的第三项研究调查了儿童对自己参与的两项最初具有同等内在兴趣的活动（即他们随后对先前作为手段或目的的活动的内在兴趣）施加类似偶然事件的行为反应。我们对这些研究的主要兴趣在于，儿童对在这些不同背景下施加这种名义上的意外事件的反应在多大程度上表明他们已经根据特定的贴现脚本或一些更抽象和普遍的贴现原则来解释这种情况。除了主要关注儿童对这些不同情况的反应的相对复杂性之外，我们的最终研究结果（其中评估了对儿童自己参与最初感兴趣的活动施加多余的名义偶然事件的影响）也有望对我们理解先前关于外在奖励对随后内在兴趣的不利影响的研究产生重要影响。
ion and generalization should also characterize the manner in which children acquire an understanding of the relationship between the receipt of performance-coritingent rewards and one's competence or effort at an activity or the relationship between the motives of the person offering or administering the reward and the social meaning of that attempt at influence or control. This analysis has two major implications. First, it suggests that young children need not possess an abstract and reflective understanding of the discounting principle to show discounting effects in particular concrete and familiar situations. Such a view is consistent with the developmental literatures considered earlier (Kassin, 1981; Wells & Shultz, 1980). Second, this approach suggests that the relative sophistication of children's responses to situations involving extrinsic incentives or other social constraints should depend much more substantially than those of adults or older children on the relationship between those situations and other settings in which the child has previously encountered comparable social control techniques. More specifically it suggests that the likelihood that young children will respond to the imposition of social constraints in terms of some discounting schema should depend on the extent to which their prior experiences with similar social control techniques have been frequently and uniquely associated with attempts to coerce them or others into engaging in activities of minimal inherent interest. In the present experiments, therefore, we sought to explore children's responses to the imposition of one type of superfluous extrinsic constraint—the imposition of a meansend relationship on children's engagement in two qualitatively similar activities—hypothesized to be strongly related to previous experiences of external constraint. In the first of these studies, we considered children's social inferences regarding activities presented as either means or ends in the precise social context in which our subjects were most accustomed to encounter an extrinsic contingency of this sort. Our second study examined children's social inferences regarding the motives and interests of another 54 LEPPER, SAGOTSKY, DAFOE, AND GREENE child who was presented with a conceptually analogous nominal contingency between engagement in two apparently similar activities, but in a novel context less similar to settings in which children were likely to have previously encountered such contingencies. Finally, our third study investigated children's own behavioral responses to the imposition of an analogous contingency on their own engagement in two activities of initially equivalent intrinsic interest—that is, their subsequent intrinsic interest in activities previously presented as means or ends. Our primary interest in each of these studies lay in the extent to which children's reactions to the imposition of such a nominal contingency in these different contexts would show evidence that they had interpreted the situation in terms of either a specific discounting script or some more abstract and general discounting principle. In addition to this primary concern with the relative sophistication of children's responses to these different situations, the results of our final study—in which the effects of the imposition of a superfluous nominal contingency on children's own engagement in activities of initial interest were assessed—also promised to have important implications for our understanding of previous research on the adverse effects of extrinsic rewards on subsequent intrinsic interest.