Children's Cognition of Deviant Behavior, Prosocail behavior and Transmission of Parental Values

三项研究考察了儿童对越轨行为、亲社会行为和父母价值观传递的认知。研究1探讨儿童是否从主人公的心理过程信息中构建特质推论。当主人公在不帮助朋友后表现出“hansei”等自我改善心理时，3^<rd>和5^< >的年级学生以及本科生纠正了对主人公的负面评价。决策时的亲社会判断对3^< 3 >和5^< 5 >年级的特质推断没有影响，但对本科生有边际效应。研究2显示，在基于场景的道德和传统越轨问题中，年幼的儿童总是在内疚诱发情境和羞耻诱发情境下推断主角的亲社会行为。与此同时，成年人推断，在不太严重的违法行为和引起羞耻感的情况下，主角可能会表现出反社会行为来调节羞耻感。12岁大一点的孩子有时会做出像成年人一样的推论，有时又会像小孩子一样。结果显示，他们的推断与成年人非常相似，但并不相同，这意味着这些过渡过程可能会持续到青春期。研究三以日本5^< 1 / 4年级学生为研究对象，以4个故事为研究对象，探讨父母价值观传递的原因。结果是，5 / 100的学生认为父母在每个故事中都对孩子的价值观有影响。尤其是女性5^< 100年级的学生认为，主角通过观察父母的行为而不是直接被教导来获得一种价值观。结果表明，该模型对5^< 0年级的女生有一定的影响。这些研究表明，心理过程信息对日本儿童从童年中期开始的行为认知有影响。

Three studies investigated children's cognition of deviant behavior, prosocial behavior and transmission of parental values.Study 1 investigated whether children constructed trait inferences from information about the psychological process of a protagonist. When the protagonist psychologically showed self-improvement such as 'hansei' after not helping his friend, 3^<rd> and 5^<th> graders as well as undergraduate students corrected the negative evaluation for the protagonist. The prosocial judgment at the decision making had no effect on the trait inference for the 3^<rd> and 5^<th> grades, but had a marginal effect for undergraduate students.Study 2 revealed that in scenario-based questions about moral and conventional transgressions, younger children always inferred protagonists' prosocial behaviors after both guilt-inducing situations and shame-inducing situations. Meanwhile adults made inferences that in less serious transgressions and shame-inducing situations, protagonists might display asocial behaviors mediating shameful feelings. Older children aged 12 years old sometimes made adult-like inferences and sometimes like younger children. The results showing that their inferences were much like adults' but not the same means that these transitional processes may continue during adolescence.In Study 3, the reasoning concerning the transmission of parental values was investigated in Japanese 5^<th> graders by using four stories. In results, 5^<th> graders thought that parents had effects on their children to shape their values in each story. Especially female 5^<th> graders thought that protagonists would acquire one value by observing parental behaviors more than by being taught the value directly. The result suggested the modeling effect in female 5^<th> graders.These studies showed the information of psychological process have an effect on Japanese children's cognition about behaviors from the middle childhood on.