Mechanisms Underlying Children's Processing of Ethical Conflicts: An Affective Developmental Approach

儿童处理伦理冲突的机制：一种情感发展方法

Mechanisms underlying children's processing of ethical conflicts: An affective developmental approach Why do some children feel happy about transgressing ethical norms while others feel guilty? Many parents, educators and researchers have pondered this question, typically in the hopes of understanding and understanding of behavior and behavior. Although previous research has yielded useful findings on how social factors-such as parenting-influence how to process children's social conflicts, it is not so much about the basic affective and cognitive mechanisms underlying the development of moral emotions, such as guilt. Understanding how moral emotions are important because they predict ethical behavior and are more important than judgments and reasoning about these events. The long-term goal of the proposed research is to deepen our understanding of how to address cognitive and affective processes and to respond to ethical conflict-such as situations involving exclusion, physical harm and property. The specific aims of the present proposal are to examine a) moment-to-moment relations between cognitive and affective processes, b) the effect of different attention-manipulating prompts on moral emotions, and c) the effect of such prompts on moral emotions based on similarity to one's victim. To address our research aims, we will study 4-, 6-, and 8-year-old children and observe their eye movements and facial expressions in response to hypothetical transgressions (e.g., stealing a chocolate bar from a peer). In our first study, we will say the temporal relations between attention and components of emotion. Using this micro-longitudinal approach can help us understand the processes that elicit moral emotions. In our second study, we will experimentally manipulate children's attention towards a child. To test the approach of a victim, the victim's emotions, taking the perspective of the victim, or reflecting upon fairness principles. In our last study, we will be more likely to experience such symptoms when they are more often than not similar to themselves (e.g., same versus different skin tone and gender). The combination of these studies will provide insights into the interconnections between attention, cognitive processing, and affective response as mechanisms in the development of children's emotional responses to ethical conflict.