小学儿童分享的发展及反馈信息的促进效应

The Developmental Character of Primary School Children's Sharing and the Effects of Positive Feedbacks

研究以独裁者博弈任务为载体,考查了小学儿童分享行为的发展趋势,并探讨了不同来源的正向反馈信息对于儿童分享行为的促进效应。研究随机选取了小学二、四、六年级的学生共386名,每个年级的三个实验组在自然分享条件后分别接受来自权威、同伴和自我的正向反馈信息,继而完成后续任务。结果表明:(1)在自然分享情况下,六年级儿童的分享数量显著多于二、四年级儿童的分享数量;随着年级升高,儿童从倾向于利己分享逐渐转为以平分为主;(2)来自同伴和权威的正向反馈可以提高二、四年级儿童的分享数量;自我评价的正向反馈明显提高四、六年级儿童的分享数量。结论:小学儿童的分享数量和进行平分的人数比例都随年级升高而增加,来自同伴、权威和自我的正向反馈分别适用于特定年龄阶段儿童的分享行为促进。

Sharing is one of the typical prosocial behaviors. This study explored the development of children＇s sharing during primary school and the effects of positive feedbacks from oneself,partner and authority. Double-anonymous dictator games were conducted to 386 students from 2-6 grades that randomly assigned as 3 experimental groups and control group. The experimental groups received positive feedback from self,partner or authority after the first session separately. The results showed：（ a） most of children were willing to share with their partners in classic dictator game,and they shared more coins as growing up; the mainly sharing type changed from self-interested sharing to equal sharing.（ b） feedbacks from partner and authority increased follow sharing of children in grade 2 and grade 4; however the feedback of self-evaluation increased follow sharing of children in grade 4 and grade 6. These results suggested that children＇s sharing increased during primary school,the positive feedbacks from different information sources had promoting effects on children＇s sharing varying with the age stage.