Children's evaluation of other people's self-descriptions
Children's evaluation of other people's self-descriptions
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DOI：
10.1111/j.1467-9507.2007.00408.x
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发表时间：
2007-01-01
影响因子：
2
通讯作者：
Heyman, Gail D.
中科院分区：
文献类型：
--
作者：
Gee, Caroline L.;Heyman, Gail D.
三项研究调查了儿童对人们自我交流的评价，共有296名参与者（4至12岁）。参与者听到的场景中，人物的动机透露真实的信息被系统地操纵，以检查（1）儿童的理解，人们并不总是透露真实的信息，和（2）儿童的使用上下文线索来判断个人所说的关于自己的可信度。研究1的结果表明，小学儿童在推理参考动机信息相当复杂。研究2表明，学龄前儿童也可以利用显著的和熟悉的动机信息。例如，即使是学龄前儿童也回答说，男孩比女孩更不可能向同龄人透露他们喜欢玩洋娃娃。研究3表明，儿童对自我展示的推理与他们对社会可接受性规范的信念有关。
Children's evaluations of what people communicate about themselves were examined in three studies with a total of 296 participants (aged four to 12). Participants heard scenarios in which characters' motivations to reveal truthful information were systematically manipulated to examine (1) children's understanding that people do not always reveal true information, and (2) children's use of contextual cues to judge the credibility of what individuals say about themselves. Results from Study 1 suggest that elementary school children are quite sophisticated at reasoning with reference to motive information. Study 2 suggests that preschool children can also make use of motive information that is salient and familiar. For example, even preschool children responded that boys are less likely than girls to reveal to peers that they like to play with dolls. Study 3 suggests that children's reasoning about self-presentation is linked to their beliefs about social acceptability norms.