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Alternative TitleThe Development of Generalized Trust and Epistemic Trust of Preschool Children
Thesis Advisor朱莉琪
Degree Grantor中国科学院研究生院
Place of Conferral北京
Degree Discipline心理学
Keyword学前儿童 泛化信任 认识性信任 代际传递 经验学习 单一信息源范式范式 冲突信息源范式
Abstract信任的建立,影响个体的人际关系的建立,影响合作的形成,有助于人际关系的和谐对个体的发展以及心理健康都有着密切的关系,是个体社会适应的重要标志(Bernath & Feshbach, 1995; Rotenberg et al. , 2005; Rotter, 1967)。信任也是诚信的含义之一(吴继霞, 黄希庭, 2012),对经济与社会发展有重要的作用(Knack & Keefer, 1997)。前人采用了不同的研究范式探查了儿童泛化信任和认识性信任的发展。但是目前很少有研究涉及4-6岁学前儿童的泛化信任及其代际传递;另外,目前对于泛化信任与认识性信任之间的关系还也是人们关注的问题。本研究旨在探讨学前儿童泛化信任和认识性信任的发展。
1) 随着年龄增长,4-6岁儿童的泛化信任水平有显著下降。
2) 6岁儿童的信任水平与家长的信任水平有显著相关,表现出代际传递的
3) 4-6岁儿童已经能从信任的负性结果中学习并降低信任水平。
4) 在单信息源范式下,4-6岁儿童知识信任的年龄差异不显著。
5) 单信息源范式下,6岁组儿童对陌生人的认识性信任与其泛化信任水平
6) 冲突信息源范式下,4-6岁儿童在的认识性信任受到年龄以及信息提供
Other AbstractThe establishment of trust is an important symbol of social adjustment of individuals, which influences the building of individual's interpersonal relationship, affects the formation of cooperation, contributes to the harmony of interpersonal relationships, and is closely related to individual's own development and mental health (Bernath & Feshbach, 1995; Rotenberg et al. , 2005; Rotter, 1967). Trust also is one of the meanings of integrity (Wu & Huang, 2012), which plays an important role in economic and social development (Knack & Keefer, 1997). Researchers have adopted various paradigms to explore children’s generalized trust and epistemic trust.
Nevertheless, very few researches has probed into young children’s generalized trust and studied the relationship between generalized trust and epistemic trust. The current study aimed to explore preschool children’s development of generalized trust and epistemic trust.
In Study One, a further advancement of the existed researches on parental transmission of generalized trust is conducted, trying to investigate whether preschoolers’ generalized trust could be influenced by their parents. Furthermore, Study One explores whether trusting children will turn to be less trusting when positive feedback is absent. Study Two takes epistemic trust as specific trust, and adopts both ―single-source‖ paradigm and ―conflicting sources‖ paradigm to investigate the development of preschoolers’ epistemic trust and its affecting factors.
The research will enrich the theory of trust development as well as provide educational practices with the implications of psychological theory.
In present research, sixty- four 4-year-old, sixty-two 5-yerar-old and sixty-three 6-year-old children were recruited from kindergartens. Multiple tasks were employed to investigate children’s development of generalized trust and epistemic trust and their affecting factors. The main findings are as follows:
1) From 4 to 6 years old, the children’s generalized trust declines with age.
2) The level of generalized trust of 6-year-old children is significantly related with their parent’s trust level and the characteristic of parental transmission. Furthermore, the transmission is not influenced by children’s secure attachment level and perspective-taking ability.
3) Preschool children will turn to be less trusting after negative feedback is given, showing that they could learn from the experience in trust development.
4) In ―single-source‖ paradigm, 4 to 6 years old children do not differ significantly in epistemic trust.
5) In ―single-source‖ paradigm, 6 year old children’s epistemic trust is significantly related with their generalized trust.
6) In ―conflicting sources‖ paradigm, preschool children’s epistemic trust is influenced by children’s age and the familiarity and status of the informant.
Subject Area发展与教育心理学
Document Type学位论文
Recommended Citation
GB/T 7714
刘黎. 学前儿童泛化信任和认识性信任的发展[D]. 北京. 中国科学院研究生院,2014.
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