【作者】 韦秋香； 莫秀锋；

【Author】 Wei Qiuxiang;Mo Xiufeng;Faculty of Education, Guangxi Normal University;

【机构】 广西师范大学教育学部；

【摘要】 公平地分配资源,是一种重要的亲社会行为。研究表明,幼儿已经能够理解公平原则,只是在实际分配情境中不能够应用公平原则,出现了"知-行"分离。然而,导致幼儿在资源分配中公平认知与公平行为脱节的具体影响因素,尚不明确。因此,本研究以两个实验旨在解决这个问题。实验一采用2(任务类型:认知任务;行为任务)×2(资源数量:可均分;不可均分)的两因素被试内设计,以30名中班幼儿为对象,考察其资源分配的公平性。实验一结果表明:在资源数量可均分时,93%的幼儿在认知和行为上都能够体现出公平分配的原则;而在资源数量不可均分时,90%的幼儿在认知任务中能够体现出公平原则,却只有10%的幼儿在行为任务中能够体现出公平原则,出现知行分离。实验二,以可均分资源的预研究,选取出在认知任务和行为任务中都能够达到平均分配水平的30名幼儿。随后,采用2(任务类型:认知任务;行为任务)×2(需要情境:自我需要情境;他人需要情境)两因素被试内设计,进一步考察幼儿在总资源数量为4张贴画,完成任务需要3张的情况下,他们能否体现出按需分配的原则。实验二结果表明:在自我需要情境下,无论是认知还是行为层面的任务,幼儿都能够体现出按需分配的原则;而在他人需要情境下,幼儿在认知层面的任务中能够体现出按需分配的原则,但是在行为层面的任务中却倾向于平均分配,出现了知行分离。两个实验综合提示,资源数量与需要情境对幼儿资源分配中的知行分离具有重要影响:在资源可均分时,幼儿均体现出强烈的公平偏好,而当资源不可均分,以及在他人需要的情境中,幼儿体现出强烈的对自身利益的关注,特别是对劣势不公的厌恶,从而引发了知行分离。更多还原

【Abstract】 The preschoolers’ fair distribution behavior is an important part of pro-social behavior. Recent studies shows that young children can already understand the principle of fairness, but they always can’t apply the equity principle in the actual distribution situation, and there is a gap between fairness knowledge and actual behavior. However, it is not clear the specific influencing factors that lead to the phenomenon of children’s fairness cognition-behavior gap. Therefore, this present study aim to solve this problem with two experiments. Study 1 adopts 2(Task type: cognitive tasks; behavioral tasks) × 2(Quantity of resources: can be equally divided; cannot be divided equally) two factor within-subject design to investigate the resource distribution equity of 30 middle class children. The results of study 1 show that when the amount of resources can be equally divided, 93% of children can reflect the principle of equitable distribution in cognition and behavior; When the amount of resources cannot be divided equally, 90% of children can embody the principle of fairness in cognitive tasks, but only 10% of children can embody the principle of fairness in behavioral tasks, resulting in separation of knowledge and practice. In study 2, 30 children who could achieve the average allocation level in both cognitive tasks and behavioral tasks were selected with the pre-study of the resources that could be equally divided. Then study 2 adopts 2(Task type: cognitive tasks; Behavioral tasks) × 2(Need situations: self-need situations; others need situations) two factor within-subject design to further investigate whether children could reflect the principle of distribution according to their needs when the total amount of resources was 4 posters and 3 posters were needed to complete the task. The results of study 2 show that in the context of self-need, no matter cognitive or behavioral tasks, children can reflect the principle of distribution according to needs; in the context of the needs of others, children can reflect the principle of distribution according to their needs in cognitive tasks, but they tend to distribute equally in behavioral tasks, resulting in separation of knowledge and practice. The two studies comprehensive indicate that the quantity of resources and the situation of need have an important influence on the gap between knowledge and behavior in the allocation of children’s resources: when resources can be divided equally, children all show a strong preference for fairness, while when resources are not equally divided, and in the context of other people’s needs, children show a strong concern for their own interests, especially their aversion to the injustice of disadvantages, which leads to the gap between knowledge and actual behavior.更多还原