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

儿童处理道德冲突的机制：一种情感发展方法为什么一些儿童对违反道德规范感到高兴，而另一些儿童则感到内疚？许多家长、教育工作者和研究人员思考了这个问题，通常是希望理解和理解行为和行为。尽管之前的研究已经得出了一些有用的发现，说明了社会因素--如教养方式--如何影响如何处理儿童的社交冲突，但这并不是关于道德情绪发展的基本情感和认知机制，如内疚。理解道德情绪是多么重要，因为它们预测道德行为，比对这些事件的判断和推理更重要。拟议研究的长期目标是加深我们对如何处理认知和情感过程以及应对道德冲突的理解--例如涉及排斥、人身伤害和财产的情况。本建议的具体目的是考察a)认知和情感过程之间的瞬间关系，b)不同注意操纵提示对道德情绪的影响，以及c)这种提示对道德情绪的影响，基于与受害者的相似性。为了达到我们的研究目标，我们将研究4岁、6岁和8岁的儿童，观察他们对假设性违规行为(例如，从同龄人那里偷了一块巧克力)做出的眼动和面部表情。在我们的第一项研究中，我们将讨论注意力和情绪成分之间的时间关系。使用这种微观纵向方法可以帮助我们理解引发道德情绪的过程。在我们的第二项研究中，我们将实验地操纵儿童对儿童的注意力。测试受害者的态度，受害者的情绪，站在受害者的角度，或反思公平原则。在我们的上一项研究中，当这些症状更多地与自身相似时(例如，相同的肤色和不同的性别)，我们更有可能经历这些症状。这些研究的结合将对注意、认知加工和情感反应之间的相互联系提供深入的见解，这些机制是儿童对伦理冲突的情感反应的发展机制。

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.