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Attributing motives to others: Children's and adults' explanations of interpersonal events
Infant and Child Development ( IF 1.776 ) Pub Date : 2020-08-25 , DOI: 10.1002/icd.2194
Bradford H. Pillow 1 , Suzanne B. Lovett 2
Affiliation  

Two experiments examined first, third, and fifth graders, (seventh graders in Experiment 2), and adults' ratings of an actor's mood, instrumental, social, and a variety of simple and complex psychological goals as explanations of an actor's positive or negative behaviour toward a recipient in the absence (Experiment 1) or presence of bystanders (Experiment 2). In Experiment 1, for positive stories, third graders to adults rated psychological as more likely than instrumental goals; for negative stories, all age groups rated instrumental goals as most likely. In Experiment 2, for positive stories, first graders to adults favoured direct psychological goals (recipient's emotion); for negative stories, third graders to adults favoured indirect psychological goals (bystander's thought about actor or actor's emotional state). By early elementary school, children differentiate among specific goals when explaining actions. Older children and adults recognize that behaviour may be motivated by indirect as well as direct goals.

中文翻译:

归因于他人的动机:儿童和成人对人际事件的解释

两个实验检查了一年级,三年级和五年级的学生(实验2中的七年级学生),以及成年人对演员的情绪,工具,社交以及各种简单和复杂的心理目标的评价,以解释演员的积极或消极行为在没有(实验1)或没有旁观者(实验2)的情况下朝向接收者。在实验1中,对于正面的故事,三年级至成年级的成年人将心理比工具目标的可能性更高;对于负面故事,所有年龄段的人都将工具性目标评为最有可能。在实验2中,对于积极的故事,一年级到成人的学生倾向于直接的心理目标(收件人的情绪);对于负面故事,三年级的成年人对间接的心理目标(旁观者关于演员或演员的情绪状态的想法)持偏爱。在早期的小学阶段,孩子们在解释动作时会区分特定的目标。年龄较大的儿童和成年人认识到,行为可能受间接和直接目标的驱使。
更新日期:2020-08-25
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