情绪和关系对儿童核实流言蜚语的影响。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-10-19 DOI:10.1111/bjdp.12527
Zhehua Wan, Binjie Wang, Paul L Harris, Yulong Tang
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引用次数: 0

摘要

既然儿童并不总是相信小道消息,那么他们是否会自发地核实别人告诉他们的消息呢?我们向 5 岁儿童(32 人)和 6 岁儿童(32 人)提供了与他们正在观看的动画片中的人物有关的小道消息,并考察了他们是否通过积极重看相关情节来验证小道消息。与 5 岁儿童相比,6 岁儿童更有可能证实流言。当流言针对他们喜欢的角色时,与正面流言相比,儿童更有可能验证负面流言。然而,当流言针对儿童不喜欢的角色时,他们并没有表现出这种情绪偏差。这些结果表明,随着年龄的增长,儿童对流言蜚语的验证能力也会增强,而且他们会有选择性地评估流言蜚语。
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The influence of valence and relationship on children's verification of gossip.

Given that children do not always trust gossip, do they spontaneously check what they are told? We provided 5- (N = 32) and 6-year olds (N = 32) with gossip concerning characters in a cartoon they were watching, and examined whether they verified the gossip by actively re-watching the relevant episodes. Six-year olds were more likely to verify gossip than 5-year olds. When gossip targeted their favourite characters, children were more likely to verify negative when compared with positive gossip. However, when gossip targeted children's disliked characters, they showed no such valence bias. These results indicate that children's verification of gossip increases with age, and they evaluate claims selectively.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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