小学儿童奖赏公平性的认知发展  

THE DEVELOPMENT OF COGNITION ON FAIRNESS AND JUSTICE IN ALLOCATION OF REWARDS IN THE CHILDREN OF ELEMENTARY SCHOOL

作　　者：方富熹[1] 王文忠[1] 

机构地区：[1]中国科学院心理研究所

出　　处：《心理学报》1994年第4期354-361,共8页Acta Psychologica Sinica

基　　金：国家自然科学基金

摘　　要：采用信息加工研究途径并假设故事情境探索小学儿童对奖赏公平性的社会认知发展，并将儿童的发展与成人作对比。研究结果表明，７，９岁儿童容易将＂均等＂与＂公平＂混淆，还没形成一个稳定的分配模式，而１２岁儿童已能运用＂努力＂、＂成果＂、＂能力＂等规则较为稳定地作出公平奖赏决定或评价，但还没达到对更高层次的社会准则的理解和掌握。儿童这一发展制约于他们的信息加工能力以及获得有关社会价值观的社会化过程。This paper explored how Chinese children at ages of 7,9,12 used distributive rules such as'effort','production'and 'ability'differently to perform the allocations of rewards and make judgements on the assumed patterns of allocations.The same tests were also given to the adults for comparison with those of the development of children. The results showed that:1) 7 and 9-year-olds were apt to confuse fairness with equality but were able to weigh the distributive rules in unstable and inconsistent ways. A model of allocating rewards had been developed in 12-year-olds who were able to make decisions and judgements steadily for the fair rewards; 2 ) Compared with children,the model of distributive practices of adults were more flexible. While performing and judging an allocation of rewards,the adults not only counted on weighing the concrete rules in a specific situation,but also on the generalized social norms; 3) The children put more weight on'effort'rule while reasoning the allcation, however,the adults emphasized on integrating'effort' with 'production'.

关 键 词：儿童心理学 儿童 认知 认知发展 奖赏公平性 

分 类 号：B844.1[哲学宗教—发展与教育心理学] B842.1[哲学宗教—心理学]