【作者】 黄芳；

【导师】 王彦峰；

【作者基本信息】 湖南师范大学 ， 学前教育（专业学位）， 2020， 硕士

【摘要】 奖惩分配公平性作为儿童分配公平性的内容之一,对儿童的社会性发展具有重要意义。本研究从三所幼儿园随机抽取233名4-6岁儿童作为实验被试,采用第三方任务分配范式,从分配公平性行为和分配公平性判断两个方面,探究4-6岁儿童在奖惩分配公平性中好声誉偏好的发展特点、奖惩分配公平性的发展特点及同伴声誉的影响机制。研究一从接受者行为程度相同和不同两个层面,考察4-6儿童在奖惩分配公平性行为中好声誉偏好的发展特点、奖惩分配公平性行为的发展特点及同伴声誉的影响机制。研究二从接受者行为程度相同和不同两个层面,考察4-6儿童在奖惩分配公平性判断中好声誉偏好的发展特点、奖惩分配公平性判断的发展特点及同伴声誉的影响机制。研究结果表明:(1)4-6岁儿童在奖惩分配公平性中存在好声誉偏好,5岁和6岁儿童的好声誉偏好比4岁儿童明显,但5岁和6岁儿童的好声誉偏好表现一致。4-6岁儿童在奖励分配公平性中比在惩罚分配公平性中的好声誉偏好更明显。(2)5岁和6岁儿童的奖惩分配公平性能力比4岁儿童强;随着年龄的增长,5岁和6岁儿童的奖惩分配公平性能力趋于一致。(3)4-6岁儿童在消极行为惩罚任务中的分配行为最公平,在积极行为奖励任务中的分配判断最正确。(4)在不同任务类型中,4-6岁儿童受到同伴声誉的影响,在接受者声誉特点与行为程度一致情境中,比在接受者声誉特点与行为程度冲突情境中,能做出更多正确的奖惩分配公平性判断。(5)同伴声誉对5岁和6岁儿童的奖惩分配公平性有影响,5岁和6岁儿童在奖惩分配公平性中优先考虑同伴声誉。同伴声誉对4岁儿童的奖惩分配公平性行为有影响,但对其奖惩分配公平性判断没有影响。(6)接受者行为程度相同时,4-6岁儿童的奖惩分配公平性行为和奖惩分配公平性判断具有一致性;接受者行为程度不同时,4-6岁儿童的奖惩分配公平性行为和奖惩分配公平性判断在年龄上具有一致性,在任务类型上存在分离现象。根据上述研究结果,本研究提出以下教育建议:(1)注重年幼儿童亲社会行为的养成;(2)为儿童营造公平公正的成长氛围;(3)提高儿童的公平判断能力;(4)为儿童提供丰富的奖惩措施。更多还原

【Abstract】 Distributive justice of rewards and punishments,as the part of children?s distributive justice to children,is of great significance to the social development of children.In this study,233 children aged 4-to-6-year-old are randomly selected from three kindergartens as experimental subjects,with the paradigm of the third-party task allocation.Based on the behaviors and judgement of fair distribution,it is explored that for4-to-6-year-old students,what characteristics of preference for good reputation in distributive justice of rewards and punishments are,what features of distributive justice of rewards and punishments are,and what the influence mechanism of peer reputation is.In the first study,the development characteristics of fair behaviors of rewards and punishments and preference for 4-to-6-year-old children’s good reputation in it,and peer reputation are researched from these two aspects where the behaviors of recipients respectively are in the same and different degrees.In the second study,the development characteristics of fair judgement of rewards and punishments and preference for 4-to-6-year-old children’s good reputation in it,and peer reputation are researched from these two aspects where the behaviors of recipients respectively are in the same and different degrees.It is proved by studies as follows.(1)There is preference for good reputation in the distributive justice of rewards and punishments for 4-to-6-year-old children.The preferencefor good reputation of children at the age of 5 and 6 is more significant than that of 4-year-old children while that of 5-year-old children is consistent with that of 6-year-old children.For 4-to-6-year-old children,the preference for good reputation in distributive justice of rewards is more significant than that in distributive justice of punishments.(2)Children aged 5 and 6 years old have stronger ability of distributive justice of rewards and punishments than children aged 4 years old while that of children aged 5 and 6 years old tend to be similar.(3)Children aged 4-to-6 years old have the fairest behavior in the passive behaviors of punishing tasks while can make the fairest judgment in the positive behaviors of rewarding tasks.(4)In different types of tasks,affected by preference for the peer reputation,4-to-6-year-old children can make more correct fair judgment of rewards and punishments in the situation where the reputation of the recipient is consistent with the degree of behaviors,compared with the situation where these two conflict.(5)The peer reputation has an impact on the distributive justice of rewards and punishments for children aged 5 and 6 years old.For children aged 5 and 6 years old,priority is given to the reputation of the recipients in the distributive justice of rewards and punishments.(6)When the behaviors of recipients is in the same degrees,the distributive justice of rewards and punishments for 4-to-6-year-oldchildren are consistent while they are inconsistent when those in the different degrees.Based on the above results by studies,the suggestions on education are proposed,including:(1)focusing on the development of young children?s prosocial behaviors;(2)creating a fair and just atmosphere for children?s growth;(3)improving children?s abilities of justice judgment;(4)children are provided with various measures of rewards and punishments.更多还原