同伴接纳对儿童公平分配行为的影响

摘要/Abstract

摘要： 为考察同伴接纳与儿童公平分配行为之间的关系，以独裁者博弈和最后通牒博弈两种范式，对小学126名儿童进行了研究。结果表明：（1）同伴接纳对儿童公平分配行为的影响因博弈范式而不同，它主要影响了儿童在独裁者博弈中分配的公平性，在该范式中，同伴接纳水平高的儿童，公平分配行为更高；（2）在独裁者博弈中，受欢迎儿童的公平分配行为最高，被拒绝儿童的公平分配行为最低；（3）受欢迎儿童和被忽视儿童在两种范式中，都有较高的公平分配行为，而被拒绝儿童和普通儿童在独裁者博弈中分配的公平性，均显著低于他们在最后通牒博弈中的表现。

关键词: 同伴接纳, 公平分配行为, 最后通牒博弈, 独裁者博弈, 小学儿童

Abstract: In order to examine the influence of peer acceptance on the fair distribution among children, a total of 126 children from primary schools were investigated, adopting a mixed design of 4 (peer acceptance: popular, rejected, neglected, average) ×2 (game paradigm: ultimatum game, dictator game). The results show that, firstly, the effect of peer acceptance on the children's fair distribution depended on the game paradigm. Its main effect was significantly higher in the dictator game, in which the higher peer acceptance meant higher fairness of distribution among children. Secondly, in the dictator game tasks, the distributions among popular children were fairest, and those of rejected children were lowest. Lastly, the fair distributions of popular and neglected children were quite high across two gaming paradigms, while the fair distributions among other two groups were significantly lower in the dictator game than those in the ultimatum game.

Key words: peer acceptance, fair distribution, dictator game, ultimatum game, primary school children

中图分类号:

B844.1

陈晓燕, 莫秀锋, 张玲玲. 同伴接纳对儿童公平分配行为的影响[J]. 心理与行为研究, 2017, 15(6): 774-780.

CHEN Xiaoyan, MO Xiufeng, ZHANG Linlin. The Effect of Peer Acceptance on Children's Fair Distribution[J]. Studies of Psychology and Behavior, 2017, 15(6): 774-780.

参考文献

董圣鸿, 郑海林, 王燕, 余巧玲. (2016). 4-6岁儿童公平意图的发展研究. 心理与行为研究, 14(3), 325-330.
纪林芹, 魏星, 陈亮, 张文新. (2012). 童年晚期同伴关系不利与儿童的攻击行为: 自我概念与同伴信念的中介作用. 心理学报, 44(11), 1479-1489.
李占星, 牛玉柏, 曹贤才. (2014). 心理理论、道德情绪与儿童公平行为的关系. 中国临床心理学杂志, 22(2), 324-333.
刘文, 张雪, 张玉, 俞睿玮. (2017). 4~8岁儿童公平认知与行为差距: 社会比较的作用. 心理学报, 49(12), 1504-1512.
王振宏, 郭德俊, 方平. (2004). 不同同伴关系初中生的自我概念与应对方式. 心理科学, 27(3), 602-605.
杨晶, 余俊宣, 寇彧, 傅鑫媛. (2015). 干预初中生的同伴关系以促进其亲社会行为. 心理发展与教育, 31(2), 239-245.
张雪, 刘文, 朱琳, 张玉. (2014). 基于贡献原则的幼儿分配公平性. 心理科学进展, 22(11), 1740-1746.
赵景欣, 张文新, 纪林芹. (2005). 幼儿二级错误信念认知、亲社会行为与同伴接纳的关系. 心理学报, 37(6), 760-766.
Banerjee, R., Watling, D., & Caputi, M. (2011). Peer relations and the understanding of faux pas: Longitudinal evidence for bidirectional associations. Child Development, 82(6), 1887-1905.
Bédard, K., Bouffard, T., & Pansu, P. (2014). The risks for adolescents of negatively biased self-evaluations of social competence: The mediating role of social support. Journal of Adolescence, 37(6), 787-798.
Bloom, P. (2013). Just babies: The origins of good and evil (pp. 64-65). New York: Crown Publishers.
Brondino, M., Dodero, G., Gennari, R., Melonio, A., Raccanello, D., & Torello, S. (2015). Achievement emotions and peer acceptance get together in game design at school. Advances in Distributed Computing and Artificial Intelligence Journal, 3(4), 1-12.
Caputi, M., Lecce, S., Pagnin, A., & Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior. Developmental Psychology, 48(1), 257-270.
Cigala, A., Mori, A., & Fangareggi, F. (2015). Learning others' point of view: Perspective taking and prosocial behaviour in preschoolers. Early Child Development and Care, 185(8), 1199-1215.
Coie, J. D., Dodge, K. A., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18(4), 557-570.
Edele, A., Dziobek, I., & Keller, M. (2013). Explaining altruistic sharing in the dictator game: The role of affective empathy, cognitive empathy, and justice sensitivity. Learning and Individual Differences, 24, 96-102.
Fehr, E., Bernhard, H., & Rockenbach, B. (2008). Egalitarianism in young children. Nature, 454(7208), 1079-1083.
Forsythe, R., Horowitz, J. L., Savin, N. E., & Sefton, M. (1994). Fairness in simple bargaining experiments. Games and Economic Behavior, 6(3), 347-369.
Gallardo, L. O., & Barrasa, A. (2016). Analysis of the changing relationship between peer acceptance and academic achievement in adolescents. Revista de Psicología Social, 31(3), 589-608.
Hsu, M., Anen, C., & Quartz, S. R. (2008). The right and the good: Distributive justice and neural encoding of equity and efficiency. Science, 320(5879), 1092-1095.
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192-1205.
Kornbluh, M., & Neal, J. W. (2016). Examining the many dimensions of children's popularity: Interactions between aggression, prosocial behaviors, and gender. Journal of Social and Personal Relationships, 33(1), 62-80.
Kuhnert, R. L., Begeer, S., Fink, E., & de Rosnay, M. (2017). Gender-differentiated effects of theory of mind, emotion understanding, and social preference on prosocial behavior development: A longitudinal study. Journal of Experimental Child Psychology, 154, 13-27.
Li, J., Wang, W., Yu, J., & Zhu, L. Q. (2016). Young children's development of fairness preference. Frontiers in Psychology, 7, 1274.
McQuade, J. D., Breaux, R. P., Gómez, A. F., Zakarian, R. J., & Weatherly, J. (2016). Biased self-perceived social competence and engagement in subtypes of aggression: Examination of peer rejection, social dominance goals, and sex of the child as moderators. Aggressive Behavior, 42(5), 498-509.
Olson, K. R., & Spelke, E. S. (2008). Foundations of cooperation in young children. Cognition, 108(1), 222-231.
Pakaslahti, L., Karjalainen, A., & Keltikangas-Järvinen, L. (2002). Relationships between adolescent prosocial problem-solving strategies, prosocial behaviour, and social acceptance. International Journal of Behavioral Development, 26(2), 137-144.
Paulus, M. (2016). Friendship trumps neediness: The impact of social relations and others' wealth on preschool children's sharing. Journal of Experimental Child Psychology, 146, 106-120.
Piaget, J. (1932). The moral judgment of the child (pp. 263-388). London: Routledge & Kagan Paul.
Rochat, P., Dias, M. D. G., Guo, L. P., Broesch, T., Passos-Ferreira, C., & Berg, B. (2009). Fairness in distributive justice by 3- and 5-year-olds across seven cultures. Journal of Cross-Cultural Psychology, 40(3), 416-442.
Staub, E., & Sherk, L. (1970). Need for approval, children's sharing behavior, and reciprocity in sharing. Child Development, 41(1), 243-252.
Taylor, Z. E., Eisenberg, N., Spinrad, T. L., Eggum, N. D., & Sulik, M. J. (2013). The relations of ego-resiliency and emotion socialization to the development of empathy and prosocial behavior across early childhood. Emotion, 13(5), 822-831.
Tsang, J.-A. (2006). Gratitude and prosocial behaviour: An experimental test of gratitude. Cognition and Emotion, 20(1), 138-148.
Zimmer-Gembeck, M. J., Hunter, T. A., & pronk, R. (2007). A model of behaviors, peer relations and depression: Perceived social acceptance as a mediator and the divergence of perceptions. Journal of Social & Clinical Psychology, 26(3), 273-302.

[1]	齐春辉, 张振. 诚实-谦逊性和人际亲密性对公平规范执行的影响[J]. 心理与行为研究, 2020, 18(3): 419-425.
[2]	张振, 齐春辉, 付淑英, 王青春, 熊建萍. 社会距离和性别对公平关注的影响[J]. 心理与行为研究, 2020, 18(1): 100-106.
[3]	张佳佳, 李红霞, 张明亮, 赵晓萌, 司继伟. 小学儿童感知到的教师支持、数学自我效能感与数学成绩的联系：有调节的中介模型[J]. 心理与行为研究, 2019, 17(5): 644-651.
[4]	杨邵峰, 齐春辉, 张志超, 张振. 价值取向对自我他人决策时公平规范执行的影响[J]. 心理与行为研究, 2018, 16(6): 834-840.
[5]	王珍珍,蒋文明. 公平加工的情境依赖性：来自行为的证据[J]. 心理与行为研究, 2016, 14(5): 600-604.
[6]	董圣鸿,郑海林,王燕,余巧玲. 4-6岁儿童公平意图的发展研究[J]. 心理与行为研究, 2016, 14(3): 325-330.
[7]	王芹, 白学军, 李士一. 情绪背景和社会预期对社会经济决策行为的影响[J]. 心理与行为研究, 2015, 13(2): 191-197.
[8]	王文, 盖笑松. 不同社会行为倾向小学生的同伴地位特点^*[J]. 心理与行为研究, 2014, 12(6): 790-794.
[9]	石国兴，孙贵凤. 小学儿童混合情绪理解的发展研究^*[J]. 心理与行为研究, 2014, 12(3): 321-325.
[10]	潘颖,；张向葵. 小学儿童英文音位识别的特点[J]. , 2011, 9(4): 281-285.
[11]	纪林芹；张莹莹；陈亮；陈光辉；曾玉；张文新. 童年中期对抗行为的发展及其与同伴拒绝、同伴接纳的关系[J]. , 2011, 9(4): 304-309.
[12]	陈丽,；邹泓；刘艳3. 中学生自我提升的特点及其与人际适应的关系[J]. , 2011, 9(3): 161-167.
[13]	谷传华. 小学儿童社会创造性倾向的发展特点[J]. 心理与行为研究, 2009, 7(3): 198-202.
[14]	司继伟张庆林胡冬梅. 小学儿童算术估算能力的发展[J]. , 2008, 6(1): 50-57.
[15]	皇甫刚朱莉琪戴航张岗英. 影响博弈结果的方法效应研究[J]. , 2007, 5(4): 305-308.