Social Development最新文献

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Domain‐general or specific: How is children's understanding of deception socialized? 领域-一般或特定:儿童对欺骗的理解是如何社会化的?

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-09-22 DOI: 10.1111/sode.12712

Jedediah W. P. Allen, Demet Kara

Abstract The current study investigated parenting influences on children's understanding of lie‐telling in eight different social situations. These social situations clustered into two broad categories that have been assumed in the literature: first, self‐oriented lies that were generally told to benefit the self (e.g., to avoid punishment or gain status); and second, socio‐culturally‐oriented lies that were told for more social reasons (e.g., to create positive affect, maintain modesty or politeness). Two types of parenting variables were also measured. The first concerned more general parenting practices and have been studied in the literature; while the second was about more specific parental deceptive behaviors like lying to your child for their compliance. Participants included 141 Turkish parent‐child dyads aged 7, 9, and 11. All children judged the self‐oriented and the socio‐cultural lies as inappropriate but more so for the self‐oriented ones; further, the socio‐cultural lies were judged less negatively with age. While general parenting practices did not predict children's judgments, for parental deceptive practices, there were strong negative relationships between parents’ use of threatening lies (e.g., “come with me or I'll leave you here”) and children's judgments for both self‐ and socio‐cultural lie types. The two main conclusions are that specific parental deceptive practices are more relevant than general parenting for understanding children's judgments about lie‐telling situations. Second, the assumed categorization of lies into “self‐” and “social‐” seems generally valid when using a plurality of situations. Finally, some issues related to the morality of lie‐telling are discussed.

摘要本研究调查了八种不同社会情境下父母教养对儿童说谎理解的影响。这些社会情境被归纳为文献中假设的两大类:第一，自我导向的谎言，通常是为了让自己受益(例如，为了避免惩罚或获得地位);第二种是社会文化导向的谎言，这些谎言更多是出于社会原因(例如，创造积极的影响，保持谦虚或礼貌)。还测量了两种类型的养育变量。第一种涉及更普遍的育儿实践，已经在文献中进行了研究;而第二个是关于更具体的父母欺骗行为，比如为了孩子的服从而撒谎。参与者包括141对年龄分别为7岁、9岁和11岁的土耳其夫妻。所有的孩子都认为自我导向和社会文化导向的谎言是不合适的，但自我导向的谎言更不合适;此外，随着年龄的增长，人们对社会文化谎言的负面评价也会减少。虽然一般的育儿实践不能预测孩子的判断，但对于父母的欺骗行为，父母使用威胁性谎言(例如，“跟我来，否则我就把你留在这里”)与孩子对自我和社会文化谎言类型的判断之间存在强烈的负相关。两个主要结论是，特定的父母欺骗行为比一般的父母行为更能理解孩子对说谎情况的判断。其次，假设谎言分为“自我-”和“社会-”，在使用多种情况时似乎普遍有效。最后，讨论了与说谎道德有关的一些问题。

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引用次数: 0

How bad is it to eat an intelligent chicken? Children's judgments of eating animals are less ‘self‐serving’ than adults 吃一只聪明的鸡有多糟糕?与成年人相比，孩子们对吃动物的判断不那么“自私”

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-09-14 DOI: 10.1111/sode.12709

Heather Henseler Kozachenko, Jared Piazza

Abstract Research shows that adult meat eaters strategically distort or disregard information about animals (e.g., their intelligence) that is problematic for meat consumption. However, the development of such behaviours is not well understood. Two studies tested whether primary‐school‐age children exhibit motivated use of information about food animals as adults do ( N = 148 children, 410 adults). Using experimental methods that manipulated participants’ perceptions of the intelligence (high vs. low) of food animals versus non‐food animals (Study 1) and the perspective taken (self vs. other; Study 2), it was found that, compared to adult omnivores, children tend to hold stronger moral views about the wrongness of harming animals to use as food. Only adults exhibited motivated non‐use of intelligence information and self‐other distinctions in their moral‐concern judgments. Children's judgments of eating animals did not exhibit the strategic, self‐serving processes characteristic of adult meat eaters. Psychological explanations for these developmental differences are discussed.

研究表明，成年肉食者策略性地歪曲或无视动物的信息(例如，它们的智力)，这对肉类消费有问题。然而，这种行为的发展并没有得到很好的理解。两项研究测试了小学适龄儿童是否会像成年人一样主动使用有关食用动物的信息(N = 148名儿童，410名成年人)。使用实验方法操纵参与者对食用动物与非食用动物的智力感知(高与低)(研究1)和所采取的视角(自我与他人;研究2)发现，与成年杂食动物相比，儿童倾向于对伤害动物作为食物的错误持有更强烈的道德观。只有成年人在道德关注判断中表现出动机性不使用智力信息和自我-他人差异。儿童对食用动物的判断并没有表现出成年肉食者所特有的策略性、自私自利的过程。对这些发展差异的心理学解释进行了讨论。

引用次数: 0

Reputation and prosocial lies in development 信誉和亲社会在于发展

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-09-13 DOI: 10.1111/sode.12711

Cynthia Xinran Guo, Philippe Rochat

Abstract Children start to engage in self‐serving deception from approximately 2½ years of age. This emerging self‐centered propensity toward the deliberate covering of truth is predicted by the child's degree of executive function and level of theory of mind. In contrast, existing studies on the emergence of other‐oriented lies point to a significant developmental lag—children begin to produce prosocial lies not prior to 3–4 years of age. What may account for such a lag? In this article, we review the recent literature and conclude that the existing cognitive account does not fully explain the developmental lag between self‐ and other‐serving deception. As an alternative, we propose that reputational concerns may drive the ontogeny of prosocial lies and account for their later emergence.

儿童大约从两岁半开始就开始进行自私自利的欺骗。这种以自我为中心的故意掩盖真相的倾向是由儿童的执行功能程度和心智理论水平所预测的。相比之下，现有的关于其他导向谎言出现的研究指出了一个显著的发展滞后——儿童在3-4岁之前开始产生亲社会谎言。是什么导致了这种滞后?在这篇文章中，我们回顾了最近的文献，并得出结论，现有的认知解释并不能完全解释自我服务和他人服务之间的发展滞后。作为另一种选择，我们认为声誉问题可能会推动亲社会谎言的个体发生，并解释它们后来的出现。

引用次数: 0

Peers' Emotionality and Children's Academic Achievement in Second Grade: Testing the Moderating Role of Children's Behavioral Self-Regulation. 同伴情绪与二年级儿童学业成绩：测试儿童行为自我调节的调节作用。

IF 1.6 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-08-01 Epub Date: 2022-11-16 DOI: 10.1111/sode.12657

Maciel M Hernández, Nancy Eisenberg, Carlos Valiente, Tracy L Spinrad, Rebecca H Berger, Sarah K Johns, Anjolii Diaz, Diana E Gal-Szabo, Marilyn S Thompson, Jody Southworth, Armando A Pina

Although there is interest in the role of peers in children's schooling experiences, few researchers have examined associations and related underlying processes between peers' emotionality, an aspect of temperament, and children's academic achievement. This study evaluated whether target children's (N = 260) own self-regulation, assessed with two behavioral measures, served a moderating function for associations between peers' emotionality and children's own academic achievement in second grade. There was a positive association between peers' positive emotionality and reading scores for children with higher self-regulation. Peers' negative emotionality was negatively related to target children's reading scores, particularly for children with higher self-regulation levels, but was unrelated to math scores. Peers' positive and negative emotionality did not predict math scores, and there was no strong evidence for the moderating role of target children's self-regulation in this association. This study highlights the potential role of children's self-regulation in modulating peer effects on academic achievement, particularly reading.

尽管人们对同龄人在儿童上学经历中的作用感兴趣，但很少有研究人员研究同龄人的情绪（气质的一个方面）与儿童学业成绩之间的联系和相关的潜在过程。这项研究评估了目标儿童（N=260）自身的自我调节，通过两种行为测量进行评估，是否对同伴的情绪和儿童二年级的学习成绩之间的关联起到了调节作用。自我调节能力较强的儿童，同伴的积极情绪与阅读成绩呈正相关。同伴的负面情绪与目标儿童的阅读成绩呈负相关，尤其是对于自我调节水平较高的儿童，但与数学成绩无关。同伴的积极和消极情绪并不能预测数学成绩，也没有强有力的证据表明目标儿童的自我调节在这种关联中起到调节作用。这项研究强调了儿童自我调节在调节同伴对学业成绩，尤其是阅读的影响方面的潜在作用。

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引用次数: 0

Social Development 社会发展

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-07-28 DOI: 10.1111/sode.12614

Social DevelopmentVolume 32, Issue 3 p. 757-758 ISSUE INFORMATIONFree Access Social Development First published: 28 July 2023 https://doi.org/10.1111/sode.12614AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue3August 2023Pages 757-758 RelatedInformation

社会发展第32卷第3期p. 757-758问题信息免费访问社会发展首次出版:2023年7月28日https://doi.org/10.1111/sode.12614AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要vol . 32, Issue3August 2023Pages 757-758

引用次数: 0

Social Development 社会发展

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-04-12 DOI: 10.1111/sode.12612

Social DevelopmentVolume 32, Issue 2 p. 443-444 ISSUE INFORMATIONFree Access Social Development First published: 12 April 2023 https://doi.org/10.1111/sode.12612AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume32, Issue2May 2023Pages 443-444 RelatedInformation

社会发展第32卷第2期p. 443-444问题信息免费访问社会发展首次发布:2023年4月12日https://doi.org/10.1111/sode.12612AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并在下面的复选框中分享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要第32卷，第2期，2023年5月

引用次数: 0

Social Development 社会发展

4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2023-01-17 DOI: 10.1111/sode.12610

Social DevelopmentVolume 32, Issue 1 p. 1-2 ISSUE INFORMATIONFree Access Social Development First published: 17 January 2023 https://doi.org/10.1111/sode.12610AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume32, Issue1February 2023Pages 1-2 RelatedInformation

社会发展第32卷第1期1-2页信息免费访问社会发展首次出版:2023年1月17日https://doi.org/10.1111/sode.12610AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给予accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的复选框共享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。本文没有摘要。第32卷，第1期2023年2月

引用次数: 0

Differences in adolescents' motivations for indirect, direct, and hybrid peer defending. 青少年间接、直接和混合同伴防御动机的差异。

IF 2 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development

Pub Date : 2019-05-01 Epub Date: 2018-11-27 DOI: 10.1111/sode.12348

Jeroen Pronk, Tjeert Olthof, Frits A Goossens, Lydia Krabbendam

Abstract Adolescents’ defending of peers who are being bullied—or peer defending—was recently found to be a heterogeneous behavioral construct. The present study investigated individual differences in adolescents’ motivations for executing these indirect, direct, and hybrid defending behaviors. In line with the literature on bullying as goal‐directed strategic behavior, we adopted a social evolution theory framework to investigate whether these peer‐defending behaviors could qualify as goal‐directed strategic prosocial behaviors. A sample of 549 Dutch adolescents (49.4% boys; M age = 12.5 years, SD = 0.6 years) participated in this study. Their peer reported defending behaviors (including bullying behavior as a control variable) and the following behavioral motivations were assessed: (a) agentic and communal goals (self‐report), (b) prosocial and coercive social strategies (peer report), and (c) altruistic and egocentric motivations for prosocial behavior (self‐report). The outcomes of hierarchical linear regression analyses suggest that adolescents’ motivations for executing the different subtypes of peer defending partially overlap but are also different. While indirect defending was fostered by genuine concerns for victims’ well‐being, direct defending was more motivated by personal gains. Hybrid defending combined favorable aspects of both indirect and direct defending as a goal‐directed, strategic, and altruistically motivated prosocial behavior. The implications of these findings are discussed.

最近发现，青少年对被欺负的同龄人的辩护或同伴辩护是一种异质的行为结构。本研究调查了青少年执行这些间接、直接和混合防御行为的动机的个体差异。根据欺凌作为目标导向的战略行为的文献，我们采用了社会进化理论框架来研究这些同伴防御行为是否符合目标导向的战略性亲社会行为。549名荷兰青少年（49.4%为男孩；M年龄=12.5岁，SD=0.6岁）参与了这项研究。他们的同伴报告的防御行为（包括作为控制变量的欺凌行为）和以下行为动机被评估：（a）代理和共同目标（自我报告），（b）亲社会和胁迫性社会策略（同伴报告），以及（c）亲社会行为的利他主义和以自我为中心的动机（自报告）。分层线性回归分析的结果表明，青少年执行不同亚型同伴防御的动机部分重叠，但也有所不同。虽然间接辩护是出于对受害者福祉的真正关心，但直接辩护更多是出于个人利益。混合防御结合了间接防御和直接防御的有利方面，作为一种目标导向、战略和利他主义动机的亲社会行为。讨论了这些发现的含义。

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引用次数: 23

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