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”

IF 1.6 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
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引用次数: 0

摘要

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。
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How bad is it to eat an intelligent chicken? Children's judgments of eating animals are less ‘self‐serving’ than adults
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.
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来源期刊
Social Development
Social Development PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
3.80
自引率
0.00%
发文量
74
期刊介绍: Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.
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