摘要
本研究根据不同属性细化资源价值,创新定义资源客观价值,探究4~9岁儿童基于数量、客观价值和主观价值的公平规范执行行为发展特点。结果发现:儿童公平规范执行行为会因资源分配情境和不公平提议存在发展差异。具体表现为:(1)儿童数量公平规范执行行为出现早于价值公平规范执行行为;(2)在基于主观价值的资源分配情境中,儿童更难以表现出公平规范执行行为;(3)儿童对绝对不公平提议更容易表现出公平规范执行行为。这些发现不但具体阐述儿童公平规范执行行为发展特点,而且为保障个体之间合作活动的持续性以及进行公平规范教育提供了既全面又具针对性的建议。
This study refined the resource value according to different attributes,innovatively defined the objective value of resources,and explored the development characteristics of children aged 4 to 9 in the implementation of fair norms based on quantity,objective value and subjective value.The results showed that children's fair norm execution behavior has developmental differences due to the situation of resource allocation and unfair proposal:(1)Children's quantity-based fair norm execution behavior appears earlier than value-based fair norm execution behavior;(2)In the context of resource allocation based on subjective value,children are more difficult to show fair normative executive behavior;(3)In the face of absolute unfair proposals,children are more likely to show fair norm execution behaviors.These findings not only elaborate the developmental characteristics of children's fair norm execution behavior,but also provide comprehensive and targeted suggestions for ensuring the continuity of cooperative activities between individuals and carrying out fair norm education.
作者
朱娜平
刘雁伶
熊红梅
赵攀
ZHU Naping;LIU Yanling;XIONG Hongmei;ZHAO Pan(Faculty of Education,Jiangxi Science and Technology Normal University,Nanchang 330038;Nanchang Xihu District Nursing Home,Nanchang 330025;College of Marxism,YuZhang Normal University,Nanchang 330103)
出处
《心理发展与教育》
CSSCI
北大核心
2023年第6期772-780,共9页
Psychological Development and Education
基金
江西省省级研究生创新专项资金资助项目(YC2020-S573)
江西省社会科学“十三五”规划项目“学前儿童探究因果强度的认知机制研究”(19JY23)。
关键词
公平规范执行
资源分配情境
客观价值
不公平提议
儿童
fair normative executive behavior
resource allocation situation
objective value
unfair offers
children
