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

三个研究探讨了儿童对偏差行为、亲社会行为和父母价值观传递的认知。研究1探讨了儿童是否根据主人公的心理过程信息构建了特质推理。当主人公在没有帮助朋友的情况下，在心理上表现出“韩生”等自我改善时，三<rd>、五年级<th>学生和大学生都纠正了对主人公的负面评价。研究<rd><th>二发现，在关于道德和常规越轨的基于道德的问题中，无论是在内疚诱导情境还是在过失诱导情境中，年龄较小的儿童都能推断出主人公的亲社会行为。同时，成年人推断，在不太严重的违法行为和引发羞耻感的情况下，主人公可能会表现出介导羞耻感的反社会行为。12岁的大一点的孩子有时会做出像成年人一样的推论，有时会像小孩子一样。结果表明，他们的推理与成人的推理很相似，但并不相同，这意味着这些过渡过程可能会继续在青春期。在研究3中，日本五年级学生的推理有关的父母的价值观的传输<th>，使用四个故事进行了调查。结果，五年级<th>学生认为父母在每个故事中对孩子的价值观有影响。尤其是五年级的女生<th>，认为主人公通过观察父母的行为而不是通过直接传授价值观来获得价值观。这些研究表明<th>，日本儿童从童年中期开始，心理过程信息就对日本儿童的行为认知产生影响。

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.