社会认知因素对儿童有关损人者情绪归因的影响

文章简要介绍了儿童社会-道德发展领域中有关“快乐的损人者”现象的研究概况, 回顾了儿童社会认知发展领域有关情绪理解和归因的研究,指出在损人者情绪归因研究中引 入有关社会认知变量的必要性,并讨论了未来的研究方向。     

儿童道德情绪判断及归因模式的实验研究

运用故事情境的临床访谈方法,本研究考察了4、6、8岁儿童在不同侵犯程度道德情境中的道德情绪判断及归因模式,研究结果表明：(1)儿童对行业者的道德情绪判断经由积极向消极发展．其归因模式为“个人定向一外部惩罚定向一道德定向”;(2)幼儿在道德情境中的观点采择能力受制于其发展水平,4岁儿童在冲突性情境中尚难以区分故事中的行为者与自己作为行为者在情绪体验上的差异;(3)在幼儿道德发展过程中,“快乐的损人者”预期是一种比较普遍性的现象,随着儿童年龄的增长,这一现象逐渐减弱;(4)道德情境的侵犯程度并不影响儿童的判断和归因。     

道德情绪判断、错误信念与行为问题的关系——损人情境中幼儿反应的一项研究

运用投射性情境故事和Rutter量表(教师问卷)研究了204名幼儿对损人情境的道德情绪判断、错误信念水平、行为问题及其关系。结果表明:(1)男性幼儿的违纪行为显著高于女性,神经症行为得分在不同年龄之间差异达到显著性水平。(2)随年龄增长,对成功损人者之情绪判断为积极的人数会减少、而判断为消极的人数会增加,对失败损人者之情绪判断为消极的居多、而对成功损人者情绪判断为积极的为主。(3)幼儿已经基本能完成道德情境中的错误信念任务,当接受别人的"错误"表扬时会产生积极情绪。(4)未完成错误信念任务儿童的神经症得分显著高于完成者,对成功损人者之情绪判断为积极的儿童的神经症得分显著高于判断为消极者。     

6~10岁儿童对损人情境下行为者的道德情绪判断与归因

采用故事情境法探讨6~10岁儿童对损人情境下损人者和旁观者的道德情绪判断与归因的发展。结果发现：（1）在损人情境下,6岁儿童能理解损人行为是不对的,但直到8岁儿童才能理解旁观行为是不对的;（2）随着年龄增长,儿童判断损人者的愉悦程度逐渐降低,情绪归因从结果定向过渡到道德定向;儿童判断旁观者的愉悦程度逐渐降低,情绪归因从无法有效归因过渡到道德定向;（3）儿童对不同行为者的道德情绪判断同时受年龄和性别的影响,6岁男孩判断损人者愉悦程度显著高于女孩,6岁男孩判断旁观者愉悦程度显著低于女孩;8岁和10岁儿童对两类行为者的道德情绪判断未发现显著的性别差异。     

社会认知因素对儿童有关损人者情绪归因的影响

章简要介绍儿童社会-道德发展领域中有关“快乐的损人”现象的研究概况,回顾了儿童社会认知发展领域有关情绪理解和归因的研究,指出在损人情绪归因研究中引入有关社会认知变量的必要性,并讨论了未来的研究方向。     

幼儿对不同情境中的情绪认知及其归因

考察了90名3~5岁幼儿对4种与情绪关联程度不同的日常情境中,具有积极或是消极行为表现的故事主人公的情绪理解。结果表明：（1）绝大多数幼儿都能理解各情境中具有积极行为的主人公觉得高兴。（2）幼儿对相应的消极情绪认知要相对差一些,并在3~4岁之间获得了较显著的发展进而达到基本能全数理解的水平;尤其是在低关联情境中,幼儿对消极情绪的认知更差一些,且显著低于对高关联情境中的消极情绪认知。（3）60%左右的3岁幼儿能认识到同样情境中具有不同行为表现的个体具有不同的情绪体验,到4、5岁时,幼儿的这一情感观点采择能力获得较大发展并达到成熟水平。（4）幼儿的情绪归因与情绪的性质以及具体的情境有关     

幼儿的情绪表现规则知识发展及其与家庭情绪表露、社会行为的相关研究

通过幼儿情绪表现规则知识的访谈、家庭情绪表露问卷和幼儿社会行为评估问卷调查,考察了112名3～6岁幼儿情绪表现规则知识的发展及其与家庭情绪表露、社会行为的关系。结果表明:(1)幼儿的表情调节知识存在显著的年龄差异,大班幼儿比小班幼儿具有更高的表情调节知识、更倾向于掩饰消极情绪;(2)幼儿的表情调节知识与情绪表达的人际支持、工具支持的结果期望存在显著正相关,即幼儿掩饰消极情绪是因为预期情绪表达不会得到他人理解和帮助;(3)幼儿报告面对父母同伴教师不同在场者时具有不同的情绪体验,且幼儿的人际支持结果预期存在年龄和在场者的交互作用;(4)家庭情绪表露与幼儿的人际支持的结果预期存在显著正相关、与工具支持的结果预期存在显著负相关;(5)倾向于掩饰消极情绪的幼儿表现出更多的亲社会行为,认为表达消极情绪会带来不良结果的幼儿表现出更多的害羞退缩行为。     

道德直觉背景下的道德决策：影响因素探究

以往对道德直觉的研究表明了情绪因素在道德决策中的重要作用, 研究者提出道德决策中存在有意识认知和无意识情绪两种加工过程, 二者之间不能够完全分离与孤立。针对这种认知—情绪过程解释、经典电车和人行桥困境中的道德判断差异等问题, 近年来大量研究通过对道德行为者和道德判断者自身原因、道德情境等主客观因素的深入考察, 试图从不同角度来揭示认知—情绪过程解释的合理性及道德决策差异背后的其他原因, 形成了道德直觉背景下相关领域诸多新的关注点。未来研究有必要针对道德决策研究的方法学、情境的扩展及认知—情感系统内部交互等问题作进一步探讨。     

不同目击者对儿童道德情绪判断与归因的影响

本研究考察不同权威目击者对儿童道德情绪判断与归因的影响。实验以90个7~8岁儿童为被试,采用3(行为情境)×3(目击权威类型)的组间设计,考察了不同权威目击者条件下儿童对不同行为者的道德情绪判断和归因。结果发现,目击权威的类型对儿童道德情绪判断与归因的影响在不同的行为情境条件下是不同的。成人权威目击条件下,儿童对亲社会行为者的道德情绪判断分数最高,即更多判断他们会感到高兴,对损人者的道德情绪判断分数最低,即更多判断他们会感到不高兴。而同龄权威和非权威目击条件下儿童对不同行为者的情绪判断分数不存在显著差异。不同权威目击条件下儿童对行为者的情绪归因存在显著差异,奖惩定向更多出现在成人权威目击条件。研究显示,成人权威对儿童道德情绪的培养具有重要意义,能够显著影响儿童的道德情绪判断与归因。     

国外关于幼儿道德判断的近期研究

简要介绍国外近年来从信息加工和情绪归因的角度对幼儿道德判断进行的研究。这些研究揭示：幼儿道德判断受记忆、理解因素的影响;其发展表现为整合信息能力和根据不同情境分化地使用不同判断标准的能力不断提高;幼儿道德认知与情绪反应有不一致的现象。     

小学儿童情绪认知发展研究

本研究采用故事情境法探究小学儿童情绪认知的发展。随机抽取60名小学儿童（2、4、6年级各20名）,研究他们对五种不同的情绪状态识别、情绪原因认知、情绪外在行为表现认知以及对情绪后继调节方式的认知发展特点。结果发现：总体而言,情绪认知在小学不同年级有明显发展;基本情绪认知最好,其次是积极自我意识情绪认知和冲突情绪认知,对消极自我意识情绪的认知最差;情绪识别和情绪原因认知明显好于情绪行为认知和情绪调节认知;对情绪表现者的情绪认知明显好于对情绪接受者的情绪认知。     

Aggressive and prosocial children's emotion attributions and moral reasoning

Aggressive and prosocial children's emotion attributions and moral reasoning were investigated. Participants were 235 kindergarten children (M=6.2 years) and 136 elementary-school children (M=7.6 years) who were selected as aggressive or prosocial based on (kindergarten) teacher ratings. The children were asked to evaluate hypothetical rule violations, attribute emotions they would feel in the role of the victimizer, and justify their responses. Compared with younger prosocial children, younger aggressive children attributed fewer negative emotions and were more likely to provide sanction-oriented justifications when evaluating rule violations negatively. Furthermore, age-, gender- and context-effects in moral development occurred. The context-effects included both effects of transgression type (i.e., prosocial morality vs. fairness) on emotion attributions and moral reasoning and the effects of the context of moral evaluation and emotion attribution on moral reasoning. Findings are discussed in terms of the role of emotion attributions and moral reasoning as antecedents of children's aggressive and prosocial behavior.     

Developing Moral Emotion Attributions in Happy Victimizer Task: Role of Victim Information

Previous happy victimizer (HV) studies have shown that preschool and early elementary school children attribute happy emotions to the violator of moral rules. This study examines the effects of information pertaining to the victim in HV stories on children's emotion attributions. In Study 1, 55 children (aged 5–6 and 7–8 years) participated. Participants heard three types of stories: (a) victim sadness resulting from a character's wrongdoing (normal HV story); (b) victim happiness resulting from a character's wrongdoing (non‐canonical HV story); and (c) victim sadness resulting from an accident (accident story). The children were required to infer the victimizer's feelings and to justify their attributions. Children demonstrated more positive emotion attributions for non‐canonical HV stories than the normal and accident versions. In Study 2, 57 children (aged 5–6 and 7–8 years) judged two types of HV tasks (a story featuring a younger child as victim and a normal HV story). Both groups demonstrated more negative emotion attributions for the young victim stories than the normal HV stories, indicating that children's judgment varied according to contexts and different information in determining emotion attributions.     

行为意图与行为结果的匹配关系对儿童道德情绪判断及归因影响的实验研究

运用故事情境的临床访谈方法,考察了不同匹配情境对4-6岁儿童道德情绪判断及归因的影响.结果表明(1)当行为意图与行为结果匹配时,即便4岁幼儿也能做出正确的道德和情绪判断;当两者非匹配时,儿童的道德判断和情绪判断都不稳定;(2)在情绪归因过程中,年幼儿童以结果定向为主,年长儿童以意图定向为主;(3)4-6岁儿童在情绪判断任务中不存在年龄差异;(4)道德情境的冲突性因素影响了幼儿的道德情绪判断及归因.     

亲社会情境中小学儿童道德情绪判断及其归因研究

该文运用临床访谈法研究了小学儿童在亲社会情境中道德情绪判断及归因状况。结果表明:在亲社会情境中,儿童的道德情绪判断经由消极到积极的发展趋势,年幼儿童倾向于判断助人者会体验到消极的情绪,年长儿童则认为助人者会体验到高兴等积极情绪,并且随着儿童年龄的增长,儿童的情绪体验愈加复杂。在道德情绪归因中,年幼儿童倾向于结果定向的归因,一年级儿童中大部分以道德定向为主,随着儿童年龄的增长,儿童的归因定向逐渐多样化。     

When the happy victimizer says sorry: Children's understanding of apology and emotion

Previous research suggests that children gradually understand the mitigating effects of apology on damage to a transgressor's reputation. However, little is known about young children's insights into the central emotional implications of apology. In two studies, children ages 4–9 heard stories about moral transgressions in which the wrongdoers either did or did not apologize. In Study 1, children in the no‐apology condition showed the classic pattern of ‘happy victimizer’ attributions by expecting the wrongdoer to feel good about gains won via transgression. By contrast, in the apology condition, children attributed negative feelings to the transgressor and improved feelings to the victim. In Study 2, these effects were found even when the explicit emotion marker ‘sorry’ was removed from the apology exchange. Thus, young children understand some important emotional functions of apology.     

Children's Moral Emotion Attribution in the Happy Victimizer Task: The Role of Response Format

Previous research in the happy victimizer tradition indicated that preschool and early elementary school children attribute positive emotions to the violator of a moral norm, whereas older children attribute negative (moral) emotions. Cognitive and motivational processes have been suggested to underlie this developmental shift. The current research investigated whether making the happy victimizer task less cognitively demanding by providing children with alternative response formats would increase their attribution of moral emotions and moral motivation. In Study 1, 93 British children aged 4–7 years old responded to the happy victimizer questions either in a normal condition (where they spontaneously pointed with a finger), a wait condition (where they had to wait before giving their answers), or an arrow condition (where they had to point with a paper arrow). In Study 2, 40 Spanish children aged 4 years old responded to the happy victimizer task either in a normal or a wait condition. In both studies, participants' attribution of moral emotions and moral motivation was significantly higher in the conditions with alternative response formats (wait, arrow) than in the normal condition. The role of cognitive abilities for emotion attribution in the happy victimizer task is discussed.     

中学生的道德情绪内隐观研究

以974名14-18岁的中学生为被试,通过道德情绪的词汇评定和情境评定,考察中学生对典型道德情绪种类和道德情绪典型属性的认识。结果表明,中学生对典型道德情绪的认识涉及情境性、导向性、批评性、赞誉性等多种情绪类别,并在总体上更容易把正性情绪词汇认同为道德情绪。在判断与评价具体情境中的道德情绪过程中,中学生更倾向把无私和有私因素诱发的情绪显著地聚类区分,从而将无私诱因视为其认同道德情绪的典型标准,这种内隐观不受其学段、性别的影响和情绪效价效应的干扰。