学龄前儿童对道德承诺者的信任判断

doi:10.3724/SP.J.1041.2024.01761

摘要/Abstract

摘要：

学龄前儿童的选择性信任是其社会学习的重要手段, 他们对不同道德承诺者的信任判断对其道德发展有重要意义。实验1采用二元选择范式, 操纵承诺的道德效价(道德vs不道德)和履行结果(遵守vs违背), 考察学龄前儿童能否对不同道德承诺者做出不同的信任判断。结果显示, 儿童3.5岁开始能够在对比情境中对不同道德承诺者做出差异判断, 倾向于选择性信任遵守道德承诺和违背不道德承诺者, 且年龄效应显著, 即年龄越大该选择倾向越明显。但并不能确定儿童是否能对单个出现的道德承诺者做出信任判断。因此, 实验2采用单一选择范式考察学龄前儿童对不同道德承诺者的信任程度。结果发现, 儿童对不同道德承诺者的信任程度存在差异: 遵守道德承诺>违背不道德承诺>违背道德承诺≈遵守不道德承诺。两个实验表明, 儿童从3.5岁开始能够区分承诺的道德效价和履行结果, 并做出信任判断。本研究为理解儿童的道德推理和社会学习的发展机制提供了新视角, 并对学龄前儿童的道德教育具有重要的启示意义。

关键词: 道德承诺, 信任判断, 学龄前儿童

Abstract:

Trust is a fundamental aspect of social interaction and development, significantly impacting children’s physical and mental well-being, as well as their social engagement. Previous research has shown that young children do not trust others indiscriminately; instead, they make selective trust judgments based on available information. Characteristics of the speaker, such as ability, benevolence, and integrity, as outlined in Mayer et al.’s trust model, influence these judgments. While much research has focused on the effects of ability and benevolence, integrity—which involves adherence to promises, fairness, and justice—has received less attention. This study specifically examines how the act of keeping or breaking promises influences young children's trust judgments. Two experiments using the selective trust paradigm were conducted to explore this issue. A sample size of 100 children was determined to be necessary for an effect size of w = 0.30, α = 0.05, and 1 − β = 0.85, calculated using G*Power 3.1. In Experiment 1, a 3 (age: 3, 4, and 5 years) × 2 (moral valence of promises: moral vs. immoral) × 2 (fulfillment of promises: kept vs. broken) × 2 (context: declarative vs. promising) mixed factorial design was used. Age was a between-subjects variable, while moral valence, fulfillment, and context were within-subjects variables. This experiment involved 118 preschoolers (62 girls, Mean age = 4.99 years, SD = 0.78) in a binary choice paradigm, using four conflict scenarios to examine their trust judgments based on whether promises were kept or broken. Experiment 2 employed a single choice paradigm with 112 preschoolers (57 girls, Mean age = 4.94 years, SD = 0.80), presenting them with four stories to assess their level of trust.

Results from Experiment 1 revealed that preschoolers selectively trusted promisors who kept moral promises and those who broke immoral promises, as well as their subsequent assertions and new promises. Older children (5.5~6.5 years) were more likely to trust promisors who kept moral promises and those who broke immoral promises compared to younger children (3.5~4.5 years). Additionally, preschoolers were more accurate in their trust judgments towards promisors who kept moral promises than those who broke immoral promises. Experiment 2 further revealed significant differences in trust levels: kept moral promise > broke immoral promise > broke moral promise ≈ kept immoral promise.

This study is the first to examine the development of trust judgment regarding moral promises in preschoolers aged 3.5~6.5 years. The findings indicate that preschoolers consider both the moral valence and fulfillment of promises when making trust judgments. As they mature, preschoolers increasingly trust promisors who keep moral promises and those who break immoral promises. Moreover, the highest trust levels were found for promisors who kept moral promises, followed by those who broke immoral promises, with the least trust placed in promisors who broke moral promises or kept immoral promises. These results offer valuable insights into the development of moral understanding and trust judgments in young children.

Key words: moral promise, trust judgement, preschoolers

中图分类号:

B844

郑远霞, 钟敏, 辛聪, 刘国雄, 朱莉琪. (2024). 学龄前儿童对道德承诺者的信任判断. 心理学报, 56(12), 1761-1772.

ZHENG Yuanxia, ZHONG Min, XIN Cong, LIU Guoxiong, ZHU Liqi. (2024). Preschoolers’ selective trust in moral promises. Acta Psychologica Sinica, 56(12), 1761-1772.

图/表 6

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道德效价	承诺结果
道德效价	遵守	违背	道德承诺冲突情境
道德	1. 用自己的玩具安慰别人; 2. 将小朋友从洞里拉出来	1. 不帮忙找小狗; 2. 没有保护冬冬	将小朋友从洞里拉出来 vs不帮忙找小狗
不道德	1. 抢小汽车; 2. 推倒积木	1. 没偷偷带玩具回家; 2. 没有推到小朋友	推倒积木 vs没偷偷带玩具回家
道德承诺冲突情境	用自己的玩具安慰别人 vs抢小汽车	没有保护冬冬 vs没有推到小朋友

道德效价	承诺结果
道德效价	遵守	违背	道德承诺冲突情境
道德	1. 用自己的玩具安慰别人; 2. 将小朋友从洞里拉出来	1. 不帮忙找小狗; 2. 没有保护冬冬	将小朋友从洞里拉出来 vs不帮忙找小狗
不道德	1. 抢小汽车; 2. 推倒积木	1. 没偷偷带玩具回家; 2. 没有推到小朋友	推倒积木 vs没偷偷带玩具回家
道德承诺冲突情境	用自己的玩具安慰别人 vs抢小汽车	没有保护冬冬 vs没有推到小朋友

语境	主人公的观点/承诺
陈述性(观点)	小东手指白色糖果, 说“白色糖果最好吃”。小红手指黑色糖果, 说“黑色糖果最好吃”。
陈述性(观点)	小东手指圆形饼干, 说“圆形饼干最好吃”。小红手指方形饼干, 说“方形饼干最好吃”。
承诺性(承诺)	小东对老师承诺“我会做到先吃饭, 然后再吃糖果”。小红对老师承诺“我会做到先吃饭, 然后再吃糖果”。
承诺性(承诺)	小东说“我会做到把糖果都给你”。小红说“我会做到把糖果都给你”。

语境	主人公的观点/承诺
陈述性(观点)	小东手指白色糖果, 说“白色糖果最好吃”。小红手指黑色糖果, 说“黑色糖果最好吃”。
陈述性(观点)	小东手指圆形饼干, 说“圆形饼干最好吃”。小红手指方形饼干, 说“方形饼干最好吃”。
承诺性(承诺)	小东对老师承诺“我会做到先吃饭, 然后再吃糖果”。小红对老师承诺“我会做到先吃饭, 然后再吃糖果”。
承诺性(承诺)	小东说“我会做到把糖果都给你”。小红说“我会做到把糖果都给你”。

冲突情境	3.5~4.5岁		4.5~5.5岁		5.5~6.5岁		总
冲突情境	M ± SD	V	M ± SD	V	M ± SD	V	总
遵守承诺条件: 遵守道德承诺 vs 遵守不道德承诺
陈述	2.58 ± 1.35	387.50^*	2.72 ± 1.21	346.50^**	3.25 ± 0.87	521.50^***	2.85 ± 1.18
承诺	1.26 ± 0.83	275.50	1.44 ± 0.72	308.00^**	1.87 ± 0.40	684.00^***	1.53 ± 0.71
道德承诺条件: 遵守道德承诺 vs 违背道德承诺
陈述	2.45 ± 1.16	279.00^*	2.85 ± 1.37	530.00^***	3.18 ± 1.11	457.00^***	2.83 ± 1.24
承诺	1.16 ± 0.72	136.50	1.38 ± 0.75	294.00^**	1.62 ± 0.67	493.00^***	1.39 ± 0.73
不道德承诺条件: 遵守不道德承诺 vs 违背不道德承诺
陈述	2.32 ± 1.12	193.00	2.38 ± 1.44	334.50	3.03 ± 1.21	498.00^***	2.58 ± 1.29
承诺	1.34 ± 0.78	280.00^*	1.18 ± 0.89	304.00	1.53 ± 0.75	459.00^***	1.35 ± 0.81
违背承诺条件: 违背道德承诺 vs 违背不道德承诺
陈述	2.03 ± 1.30	245.00	2.46 ± 1.35	337.50^*	2.43 ± 1.48	368.50	2.31 ± 1.39
承诺	0.95 ± 0.70	76.00	1.31 ± 0.83	325.50^*	1.45 ± 0.78	412.50^**	1.24 ± 0.80