3-6岁儿童对性别角色与攻击行为关系的认知发展

On 3～6-aged Children's Cognition of the Relationship between Gender-role and Aggressive Behavior

本项研究基于性别角色理论,通过设计故事与被试访谈方法,探讨3-6岁儿童对性别角色与攻击行为关系的认知发展问题。借鉴Crick(1996)研究范式,采用2(攻击者性别:男/女)×2(受攻击者性别:男/女)被试内设计的访谈故事材料;以幼儿园小班、中班、大班(105名3-5岁儿童)和35名小学一年级学生(平均年龄为6岁)共140人为被试。研究发现:3-6岁儿童能自发凭借特定性别角色信息系统推论出关系攻击与躯体攻击;3-6岁儿童对攻击性与性别关系的认识存在着年龄与性别差异。

The essay, based on the gender-role theory and Crick＇s research paradigm, is designated to survey 105 subjects of 3-5-aged children in junior, middle and senior kindergarten classes and 140 subjects of 6-aged pupils, in a bid to disclose children＇s cognition of the relationship between gender-role and aggression by means of story-telling and interview in a 2（aggressor gender： male/female ）×2（victim gender： male/female） within-subjects design. The findings indicate that： 3-6-aged children are able to infer the relational aggression and physical aggression from the given gender-role information spontaneously; and their cognition of the relationship between aggressiveness and gender varies from age to gender.