|Alternative Title||Young Children's understanding of ownership in conflicting cues and different transfer ways|
|Place of Conferral||中国科学院心理研究所|
|Keyword||中国儿童 所有权 劳动 第一占有者 转移方式|
Ownership includes the legal ownership and psychological ownership. Psychological ownership is a state in which individuals feel as though the target of ownership or a piece of that target is "theirs". To study children's understanding of ownership can help us understand the origin of human's psychological ownership. Some previous studies in this topic focused on children in western countries, whereas there is few study in china. The system of ownership and social culture in our country are very different from that in western countries. This may lead Chinese children's judgment of ownership vary from western children, too. Based on prior studies, this study further explore Chinese children's understanding of ownership.
In study 1, we chose Chinese 3, 5, 7-year old children and adults as participants. With a method of telling story we inspected their attribution of ownership when the cue of labor and first possession conflicted. As the result showed, when the cue of labor was conflicted with first possession, children at different age and adults displayed divergent attitude toward the laborer and first possessor, and this tended to be influenced by first possessor's permission. This could be reflected in the attribution of ownership of 3 years old children and adults. While adults more tended to judge the modified material belonging to first possessor under without permission condition, the 3gyyear-old children were more unlikely to judge the modified material belonging to the first possessor in this condition. Furthermore, there was no significant difference in the approval of labourer and first possessor in the without permission condition, but in the within permission condition, the difference was significant. This indicated that 3-year.old children could consider the cue of permission, and this led them to more regard the role labor in the without permission condition when attributing the ownership.
In study 2, we chose the 3-5 years old children and adults as participants. With a method of telling story we inspected their understanding of ownership change indifferent transfer(ie. giving, stealing, losing and finding, abandoning and finding) condition. As the results showed, most 4dyear-old and elder children could understand that giving might cause the ownership to transfer, but 3.year-old children could not understand this. Most‘3-5-year-old child could understand that ownership was not transferred in the stealing condition. 4-year-old children had sonic difficulty in understanding ownership change in losing and finding condition, but 3-year-old children, 5-year-old children and adults could understand this well. 3-year-old children showed obvious first possession bias in abandoning and finding condition and thought that thrown toy was still belong to the man who thrown it9 but 5-year-old children did not think so. General spearing, children's understanding of ownership improved with age, but it differed in different transfer condition. 3-year-old children's judgments of ownership in stealing and losing and finding conditions were better than that in abandoning and finding condition. 5mycar-old children's judgment of ownership in giving condition was better than that in abandoning and finding condition. 4-year-old children and adults' judgments of ownership for four transfer conditions were not significantly different. This indicated that there existed age difference in children's reasoning that not all transferring could lead ownership to change. The understanding for some transfer ways(such as stealing and losing and finding) developed more fast than other ways(such as abandoning).
Besides, we found there was some difference in the understanding of ownership between Chinese children and western children. in the within permission condition, when labor cue was conflicted with first possession, Chinese children tended to choose the first possessor as owner for the modified material, but not the labourer. Chinese 4-year-old children could understand that giving permitted the ownership to transfer, and 3-year-old children understood that ownership did not transfer in stealing condition. Chinese children's understanding of ownership change in these two transfer conditions was better than western children.
|齐敏丽. 线索冲突和不同转移方式中儿童对所有权的认知发展[D]. 中国科学院心理研究所. 中国科学院大学,2015.|
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