社会言语信息对学前儿童违规行为的影响

Cheating is defined as a covert and deliberate way to break a rule in order to gain benefits or advantages (Green, 2004). Research on children’s cheating behavior has become one of the hottest and cutting-edge topics in developmental psychology. Existing studies have showed that cheating behavior emerges early during preschool years and develops gradually into adolescence. However, far less is known about the roles that social contexts play on children’s cheating, as well as its cognitive correlates and any potential emotion regulation process underlying it. In our recent work, we found that direct evaluative information provided by adults can have significant effects on young children’s cheating, and that subtle linguistic cues have significant behavioral implications for children as young as age 3. Based on this work, the present research aims to examine the effects of different types of social-linguistic information on 3- to 6-year-olds’ cheating behavior and its cognitive correlates in both direct and third-party communication contexts. Meanwhile, by adopting video analyses of facial expressions and physiological responses that are recorded by hidden camaras, we also aim to explore the emotion regulation process underlying cheating. Our research has the potential to shed light on the cognitive, social as well as neural mechanisms that drive children’s cheating behavior, and to provide practical implications for promoting children’s rule-following behavior in real-life situations.

违规是指破坏既定、强制性的社会规则以获得利益或优势的行为（Green, 2004）。儿童违规行为研究是近年来国际发展心理学领域的热点和前沿议题之一。已有研究发现，违规行为起源于学龄前期，发展贯穿儿童和青少年期。然而，对于情境（尤其是各类社会信息）和个体认知因素等如何影响儿童的违规行为，及其潜在的情绪调节机制等，尚缺乏系统研究。申请者在其前期研究中发现，成人的直接言语引导对儿童违规行为有重要影响，细微的言语差别会导致显著的行为差异，且该效应在三岁儿童中就已显现。本项目以此为基础，采用行为实验法考察直接和第三方人际互动情境中，不同类型言语信息对3-6岁儿童违规行为的影响，及相关的认知影响因素；采用视频分析法考察儿童违规时的面部表情、生理特征及其变化，探讨违规行为的情绪调节机制。本项目将为探索儿童违规行为发展的认知、社会乃至脑机制奠定基础，也为在实践中对儿童违规行为进行有效引导和干预提供依据。

违规是指破坏既定、强制性的社会规则以获得利益或优势的行为（Green, 2004）。儿童违规行为研究是近年来国际发展心理学领域的热点和前沿议题之一。已有研究发现，违规行为起源于学龄前期，发展贯穿儿童和青少年期。然而，对于情境（尤其是各类社会信息）和个体认知因素等如何影响儿童的违规行为，及其潜在的情绪调节机制等，尚缺乏系统研究。申请者在其前期研究中发现，成人的直接言语引导对儿童违规行为有重要影响，细微的言语差别会导致显著的行为差异，且该效应在三岁儿童中就已显现。本项目以此为基础，采用行为实验法考察直接和第三方人际互动情境中，不同类型言语信息对3-6岁儿童违规行为的影响，及相关的认知影响因素；采用视频分析法考察儿童违规时的面部表情、生理特征及其变化，探讨违规行为的情绪调节机制。本项目将为探索儿童违规行为发展的认知、社会乃至脑机制奠定基础，也为在实践中对儿童违规行为进行引导和干预提供依据。