儿童对社会规则的认知发展研究述评

刘国雄; 李红

儿童对社会规则的认知发展研究述评

刘国雄¹,
李红²

1.
南京师范大学心理学院，南京 210097
2.
辽宁师范大学心理学院，大连 116029

基金项目:

全国教育科学规划教育学国家青年基金项目“青少年对社会规则的认知发展研究” CBA080236

计量
- 文章访问数: 216
- HTML全文浏览量: 500
- PDF下载量: 2
- 被引次数: 0
出版历程
- 刊出日期: 2013-09-01

Review on the Development of Children's Cognition of Social Rules

Liu Guoxiong¹,
Li Hong²

摘要

摘要: 儿童很早就对道德和习俗领域的基本的社会规则表现出初步的理解，他们的道德认知逐渐地从他律转向自律，并与其心理的发展密切相关；儿童很早就在多个判断标准上对习俗规则和道德规则做出了区分，他们对社会习俗的认知则从绝对性、普遍性向相对性、具体性转变；随年龄增长，儿童的个人世界越来越丰富，尤其是年长儿童、青少年越来越多地将个人领域从道德和习俗领域独立出来。这些研究成果不仅大大丰富了社会领域理论，对有关社会规范的教育实践也具有重要意义。
- 社会规则 /
- 道德规则 /
- 社会习俗 /
- 个人领域 /
- 判断标准

HTML全文

参考文献(24)

[1]	Avolio, B. J., Rotundo, M., & Walumbwa, F. O. (2009). Early life experiences as determinants of leadership role occupancy: The importance of parental influence and rule breaking behavior. The Leadership Quarterly, 20, 329-342. doi: 10.1016/j.leaqua.2009.03.015
[2]	Banerjee, R., Bennett, M., & Luke, N. (2010). Children's reasoning about the self-presentational consequences of apologies and excuses following rule violations. British Journal of Developmental Psychology, 28(4), 799-815. doi: 10.1348/026151009X479475
[3]	Cobb-Moore, C., Danby, S., & Farrell, A. (2009). Young children as rule makers. Journal of Pragmatics, 41(8), 1477-1492. doi: 10.1016/j.pragma.2007.04.013
[4]	Dwyer, S. (1999). Moral competence. In K. Murasugi & R. Stanton (Eds.), Philosophy and linguistics (pp. 169-190). Boulder: Westview.
[5]	Flack, J. C., Jeannotte, L. A., & de Waal, F. B. M. (2004). Play signaling and the perception of social rules by juvenile chimpanzees (Pan troglodytes). Journal of Comparative Psychology, 118(2), 149-159. doi: 10.1037/0735-7036.118.2.149
[6]	Flavell, J. H., Mumme, D. L., Green, F. L., & Flavell, E. R. (1992). Young children's understanding of different types of beliefs. Child Development, 63(4), 960-977. doi: 10.2307/1131247
[7]	Killen, M., Lynn Mulvey, K., Richardson, C., Jampol, N., & Woodward, A. (2011). The accidental transgressor: morally-relevant theory of mind. Cognition, 119(2), 197-215. doi: 10.1016/j.cognition.2011.01.006
[8]	Killen, M., Rutland, A., Abrams, D., Mulvey, K. L., & Hitti, A. (2013). Development of Intra-and Intergroup Judgments in the Context of Moral and Social-Conventional Norms. Child Development, 84(3), 1063-1080. doi: 10.1111/cdev.2013.84.issue-3
[9]	Lagattuta, K. H., Nucci, L., & Bosacki, S. L. (2010). Bridging Theory of Mind and the Personal Domain: Children's Reasoning About Resistance to Parental Control. Child Development, 81(2), 616-635. doi: 10.1111/(ISSN)1467-8624
[10]	Lahat, A., Helwig, C. C., & Zelazo, P. D. (2013). An event-related potential study of adolescents' and young adults' judgments of moral and social conventional violations. Child Development, 84(3), 955-969. doi: 10.1111/cdev.2013.84.issue-3
[11]	Nobes, G., & Pawson, C. (2003). Children's understanding of social rules and social status. Merrill Palmer Quarterly, 49(1), 77-99. doi: 10.1353/mpq.2003.0005
[12]	Nucci, L. P. (1981). Conceptions of personal issues: A domain distinct from moral or societal concepts. Child Development, 52(1), 114-121. doi: 10.2307/1129220
[13]	Nucci, L. P., Killen, M., & Smetana, J. G. (1996). Autonomy and the personal: Negotiation and social reciprocity in adult-child social exchanges. New Directions for Child and Adolescent Development, (73), 7-24. doi: 10.1002/cd.23219967303/abstract
[14]	Smetana, J. G. (2006). Social-cognitive domain theory: Consistencies and variations in children's moral and social judgments. In M. Killen & J. G. Smetana (Eds.), Handbook of moral development (pp. 119-153). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
[15]	Smetana, J. G. (In press). Moral Development: The Social Domain Theory View.
[16]	Smetana, J. G., & Braeges, J. L. (1990). The development of toddler's moral and conventional judgments. Merrill Palmer Quarterly, 36(3), 329-346.
[17]	Smetana, J. G., Jambon, M., Conry-Murray, C., & Sturge-Apple, M. L. (2012). Reciprocal associations between young children's developing moral judgments and theory of mind. Developmental Psychology, 48(4), 1144-1155. doi: 10.1037/a0025891
[18]	Stern, B. L., & Peterson, L. (1999). Linking wrongdoing and consequence: A developmental analysis of children's punishment orientation. Journal of Genetic Psychology, 160(2), 205-224. doi: 10.1080/00221329909595393
[19]	Tisak, M. S. (1995). Domains of social reasoning and beyond. In R. Vasta (Ed.), Annals of child development: A research annual (Vol. 11, pp. 95-130). London, England: Jessica Kingsley Publishers.
[20]	Turiel, E. (2008). The development of children's orientations toward moral, social, and personal orders: More than a sequence in development. Human Development, 51(1), 21-39. doi: 10.1159/000113154
[21]	Wainryb, C., & Ford, S. (1998). Young children's evaluations of acts based on beliefs different from their own. Merrill Palmer Quarterly, 44(4), 484-503. http://www.jstor.org/stable/23093750
[22]	Wellman, H. M. (2011). Developing a theory of mind. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed.) (pp. 258-284). : Wiley-Blackwell.
[23]	Weston, D. R., & Turiel, E. (1980). Act-rule relations: Children's concepts of social rules. Developmental Psychology, 16(5), 417-424. doi: 10.1037/0012-1649.16.5.417
[24]	Yau, J., & Smetana, J. G. (2003). Conceptions of moral, social-conventional, and personal events among Chinese preschoolers in Hong Kong. Child Development, 74(3), 647-658. doi: 10.1111/cdev.2003.74.issue-3