【作者】 方莹； 高晓雪； 王高童； 余熠乐； 周晓林；

【Author】 Ying Fang;Xiaoxue Gao;Gaotong Wang;Yile Yu;Xiaolin Zhou;Hangzhou College of Early Childhood Teachers Education,Zhejiang Normal University;School of Psychological and Cognitive Sciences,Peking University;Institute of Psychological and Brain Sciences,Zhejiang Normal University;

【机构】 浙江师范大学杭州幼儿师范学院； 北京大学心理与认知科学学院； 浙江师范大学心理与脑科学研究院；

【摘要】 助人行为是常见的亲社会行为。研究发现,成人接受帮助后,除了体验到正性的感激情绪,还会体验负性的负债感情绪。负债感情绪来源于两种不同的子成分,即内疚和偿还压力。作为经常被他人帮助的儿童,他们在帮助情境中会体验到感激?负债感?还是兼而有之?助人者的不同助人意图和助人代价如何影响儿童的情绪体验?本研究通过人际互动游戏,创设帮助情境,诱发儿童的感激和负债感情绪。研究采用混合实验设计,助人者意图(需要回报、不需要回报)和代价(2、5、8颗糖果)为被试内变量,年级为被试间变量(二、四、六年级)。在游戏中,被试和助人者分别有15颗和10颗糖果奖励,糖果可用于游戏结束后兑换礼物。被试(被帮助者)默认听10秒噪音,助人者通过牺牲自己的糖果来减免被试的噪音时间,并表示是否需要被试的回报。被试看到助人者信息后,对自己的情绪(感激、负债感、内疚和偿还压力)进行主观评分,并选择是否接受对方的帮助和分配给对方的糖果数量。研究共有170名儿童参与,其中二年级52名,四年级61名,六年级58名。结果发现,三个年级的儿童均体验到感激和负债感情绪,但儿童的感激情绪评分在三个年级间无显著差异,二年级儿童的负债感情绪评分显著低于四年级和六年级儿童;儿童的负债感情绪来源于内疚和偿还压力,且随着年级增加,负债感情绪越多来源于内疚成分;在所有年级中,较之需要回报条件,在不需要回报条件下,儿童感受到更多的感激和内疚情绪,儿童偿还压力和负债感情绪体验则呈现相反的模式;在所有年级中,助人者成本越大,儿童感受到的情绪体验均越大。综上,本研究初步探究了帮助情境中儿童的道德情绪体验及其发展。更多还原

【Abstract】 Helping behaviors are common prosocial behaviors of humans.Lots of studies have demonstrated that the receiverof help generates not only positive emotions(i.e., gratitude)but negative ones(i.e., indebtedness)toward the benefactor. Indebtedness is a mixed feeling of guilt and obligation. As frequent receivers of help, would children feel grateful, indebted or both? How did the benefactor’s helping intention and costinfluence their emotions?A mixed experiment design was performed using a novel interpersonal interactive computer game to induce gratitude and indebtedness.The benefactor’s intention(repay/not-repay condition) and cost(2, 5, 8 candies) were within-subject factors while the grade of children was the between-subject factor(Grade 2, Grade 4 and Grade 6). In the game, the participant and benefactor weregivenrespectively 15 and 10 candieswhichwereused toexchange gifts for themselves in the end.The participant was required to listen to a 10-second noise. The benefactor could usesome candies to reduce the length of the noise(The benefactor’s cost) for the participant and he/she was told whether the benefactor wanted to be repaid or not(The benefactor’s intention). Then the participant rated their emotions(gratitude, indebtedness, guilt and obligation), and decided whether to reject the help or not and how many candies he/she wanted to repay the benefactor. 170 children participated in this study, including 52 children in grade 2, 61 children in grade 4, and 58 children in grade 6.The results indicated that participants in all grades felt grateful and indebted after receiving help, while the gratitude of participants was not significantly different in three grades, and the indebtedness of participants in grade 2 was significantly lower than those in grade 4 and 6.The indebtedness of participants in three grades was found to be derived from guilt and obligation, and the weight of guilt increased with grades. Apart from that, inall grades, children felt more gratefuland guilty in the not-repay conditioncompared with the repay condition, and this pattern reversed in the score of obligation and indebtedness. All the emotions among participants in all grades increased with the benefactor’s cost. In sum, the study shed the light on the development of moral emotions among children in the grateful situation.更多还原