共查询到20条相似文献，搜索用时 78 毫秒
1.
Preschool ( M age = 4–11) and fifth-grade ( M age = 12–1) children and their mothers judged the acceptability of corporal punishment as a function of the type of transgression (dangerous, violation of social rule, or violation of moral precept) and discipline agent. Children of both ages and their mothers discriminated among different types of transgressions as a function of rule contingency, rule generalizability, and seriousness of the transgression. Social convention transgressions were judged to be more rule contingent, less generalizable (across settings), and less serious than prudential (dangerous) or moral violations, but overall children judged transgressions to be more generalizable than did their mothers. Preschool children showed broad acceptability for severe corporal punishment given any type of transgression, by any agent, whereas fifth graders were generally discriminating about limits of punishability, and their judgments appeared to be transitional between the broad acceptance shown by younger children and more focused acceptability shown by mothers. Mothers were proprietary with respect to agent and tended to focus on dangerous and moral violations as punishable. Findings suggest a developmental path from a single criterion for young children to consideration of multiple criteria for older children and adults. Judgments were also interpreted as reflecting social roles such as parents' responsibility to constrain children and children's expectations for constraint. Preschool children's broad acceptability of punishment despite their differentiation of classes of rules and of transgressions suggests that different constraints operate for judgments about rules or commands as opposed to sanctions. Implications for children's ability to identify and report abuse are also noted. 相似文献
2.
Paola De Paolis Vittorio Girotto 《European Journal of Psychology of Education - EJPE》1987,2(3):219-231
The present study is concerned with assessing whether social marking (i.e. the correspondence between the correct solution of a task and some known social rule) is a mechanism of cognitive progress which depends on specific forms of rule represented in the task material. Results of an experiment on a spatial transformation task (N=sixty-four non-conserving 5–6-year-olds) showed no significantly different levels of cognitive progress for subjects who transformed the spatial arrangement of a classroom or of a theatre. Significant difference emerged only when a deviation from the normally regulated arrangement were represented. In the condition where the deviation concerned the theatre subjects showed the lower level of progress. It was concluded that the beneficial effect of social marking may depend on the form of rule represented. Results were discussed with respect to children’s knowledge of the relative alterability of different types of rules. 相似文献
3.
The current study was designed to determine whether children's ability to distinguish moral rules from conventional school-based rules, and conventional home- based rules was affected by the amount of experience they had in day-care. Preschoolers (N = 42), ranging in age from 35 to 61 months, were interviewed about: (1) the legitimacy of authority to abolish a rule, (2) the accept- ability of behaviors that were permitted by an authority, and (3) the seriousness of behaviors that were prohibited by an authority. The results revealed that previous day-care experience did not affect children's judgments. Moral events were distinguished from conventional events on all questions. In addition, home-based conventional events were distinguished from school-based conventional events suggesting that children consider the social context in which conventional events occur. 相似文献
4.
The research reported in this article is focused on the regulative context of the classroom and attempts to analyse the differential text production by students with different backgrounds (social class, race) and submitted to three different pedagogic practices. These practices, differing in power and control relations, required from the students specific socio‐ affective dispositions. The study explores the extent to which children possessed the specific coding orientation at the level of a given regulative pedagogic practice and also the underlying reasons. Bernstein's conceptual instruments of pedagogic code and also of recognition and realization rules were used to develop the analysis. 相似文献
5.
Social Class Effects on Northeastern Brazilian Children's Conceptions of Areas of Personal Choice and Social Regulation 总被引：6，自引：2，他引：6
2 studies examined middle- and lower-class Brazilian children's concepts of personal choice and social regulation. In Study 1, interviews of 40 middle- and lower-class children (9 and 15 years old) revealed that children across classes distinguished moral from conventional issues on the bases of rule contingency and act generalizability criteria. Lower-class children, however, were less likely to view conventions as rule contingent and more likely to generalize conventional acts. In Study 2, interviews of 240 middle- and lower-class children (ages 8, 12, 16 years) found that across classes, children distinguished prudential issues from matters they treated as personal. Prudential issues were seen as subject to parental authority. Middle-class children were more likely to treat personal issues as matters of choice. With age, lower-class children increasingly tended to treat personal items as matters of choice, and by adolescence there were no class differences. Findings show that Brazilian children maintain a heterogeneous orientation to rules and authority which includes a domain of personal choice. Class differences indicate that hierarchical social structures affect children's sense of autonomy. However, developmental effects indicate that a domain of personal choice emerges among children across social classes. 相似文献
6.
Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self‐presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social‐conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self‐focused attention (either by leading children to believe they were being video‐recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self‐presentational concerns were consistently salient in the context of social‐conventional violations. The role of rule transgressions in children’s emerging self‐awareness and social understanding is discussed. 相似文献
7.
高芳 《重庆职业技术学院学报》2007,16(3):101-103,105
文化语用学是从跨文化语用学中派生出来的一个新的分支,其核心概念是文化行为。作为一种广告主、广告与广告受众之间常见的互动现象,本文旨在从文化语用学的视角出发探讨创意广告中文化行为的核心建构性规则(文化设定)和核心规范性规则(实现文化行为应采用的文化语用原则),从而为广告设计和广告解读提供更多语言学的理据。 相似文献
8.
Maria Silvia Barbieri Michela Griguolo 《European Journal of Psychology of Education - EJPE》1993,8(2):105-117
The aim of this experiment was to know whether the same transgressions were judged of different seriousness depending on their context of occurrence, and whether subjects’ judgements varied according to age. Sixty subjects participated in the experiment, 20 4-year-olds, 20 8-year-olds, and 20 adults. Four cases of transgression of social conventional rules were examined. Each transgression occurred in four contexts. Subjects compared the contexts of each transgression in pairs in all combinations. For each age group, data were analyzed by means of Kruskal’s scaling in order to rank the contexts of each transgression, and by means of correspondence analysis to relate transgressions and contexts with each other. Results show that children of both ages are quite consistent in their ranking of contexts. They differ from adults who, instead, consider transgressions to be more context-specific. Results are discussed for their theoretical value and in relation to the concept of context. 相似文献
9.
Dimensional Strategies Dominate Perceptual Classification 总被引：3，自引：0，他引：3
Laura A. Thompson 《Child development》1994,65(6):1627-1645
The nature of perceptual classification was investigated in children ranging between 4 and 10 years, and in young adults. Triad classification task responses were categorized as consistent or inconsistent with several classification rules, including: overall-similarity, size-dimensional, brightness-dimensional, pure identity, and all combinations of a switch from one rule to another midway through the experiment. The rule with the highest proportion of responses consistent with it reflectd each person's best-fitting rule pattern. The higher this value, the higher the assumed consistency of rule usage. Data from the majority of individuals in every age group conformed best to one of the three dimensional rules. In addition, the consistency values for individuals' best-fitting rule became significantly higher as age increased. It is concluded that most children have a tendency to attend selectively to one stimulus dimension when making perceptual classification judgments. The developmental trend in perceptual classification does not appear to be a holistic-to-analytic shift; instead, it is a trend toward greater consistency in following a given classification rule. 相似文献
10.
当代知识论中的"弱纲领"与"强纲领"之争 总被引：1，自引：0，他引：1
当代知识论研究在科学知识的社会因素与外部实在的关系问题上,存在着两种截然对立的观念,即传统的"弱纲领"和以科学知识社会学为代表的"强纲领".其中,"弱纲领"代表了正统的科学知识观,它将科学知识视为人类理性的产物,免受社会因素的影响;而"强纲领"则通过"因果性"、"对称性"等原则把对人文、社会知识的社会分析扩展到了对科学知识的分析,要求对包括自然科学知识在内的所有人类信念都进行所谓的"公正"、"对称性"说明. 相似文献
11.
James A. Winans 《Quarterly Journal of Speech》2013,99(3):223-231
Critics have charged that the methods of conventional social science should be abandoned because they are inherently positivistic and positivism has been rejected. We argue that, although positivism has been discredited, it has never accurately represented the general practice of conventional social science. We also contend that the “hypothetico‐deductive” account of conventional social science is defective. In its place, we propose a “hypothetico‐constitutive” model. 相似文献
12.
Britt-Marie Berge 《International Journal of Inclusive Education》2013,17(2-3):281-292
This paper discusses how action research could be a useful method in order to work for social justice in societies between the modern and the postmodern. The examples are locally bound, since they emanate from parts of Swedish society. However, by being contextually politically aware of how power rules in a local politcal context and how the local, in different contradictory ways, is a piece in a jigsaw puzzle which trancends local and even national boundaries—the principles for carrying through these action research projects for social justice could be used in other contexts. Theoretically, it draws on feminist poststructural theories and discusses concerns with the normalizing and regulative aspects of dominant discourses especially regarding gender equity. The two concepts ‘moments of normalization’ and ‘moments of equity’, which highlight the motor of the changing process in the bodies of the participants, are useful since they simultaneously highlight the ways in which power rules in local contexts as well as possible and different ways of creating possible and different rules for reaching what could be defined as ‘social justice’. It is argued that by analysing different arenas of practices in these ways the local is not seen as separate from the global. 相似文献
13.
Reading vowels in Kannada script 总被引：2，自引：0，他引：2
G Purushothama 《Journal of learning disabilities》1990,23(3):198-200
14.
This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context. 相似文献
15.
Lee Swanson 《Contemporary educational psychology》1982,7(2):152-160
Adapting a modified reception paradigm, three bidimensional rules (conjunctive, disjunctive, conditional) and two instructional conditions (enforced attention vs standard rule learning) are used to test the assumption that deficient rule learning rather than inattention is responsible for poor learning with learning-disabled children. Main findings indicate learning-disabled children are deficient on binary conceptual rule tasks for three age groups (6 to 7, 8 to 9, 12 to 13) compared to normal children matched on sex and IQ regardless of experimental instructions. For both groups, learning is retarded by rule complexity while rate of learning diminishes with increasing age. Data reflect a truth-table logic at all ages for both groups, although there is evidence that disabled children perseverate with a rule-learning hypothesis characteristic of younger nondisabled children. Results are consistent with the hypothesis that rule learning is deficient in children with learning disabilities. 相似文献
16.
《Early education and development》2013,24(4):487-498
This research assessed young children's perceptions about what misconduct behaviors peers are likely to commit across two contexts, the school and the grocery store. In addition, participants heard one of two versions in which the protagonist was either a boy or a girl. The participants were 70 preschool children (40 males and 30 females) and ranged in age from 36 to 77 months (M = 57 months). The results showed that a total of 242 non-repetitive behaviors were generated. Most of the behaviors generated either concerned acts having negative consequences to others (i.e., moral transgressions) or violations of social norms (i.e., conventional transgressions). The results also showed that children generated more moral than conventional misbehaviors. Moral acts were expected to occur more often in the school context than in grocery context, whereas social conventional misbehaviors were expected to occur in both contexts. Children described three specific types of moral misbehaviors: physical harm, property violations, and interpersonal violations. Furthermore, children's expectations of peers' misbehaviors were a function of the gender of the character committing the misdeed as well as the story context. 相似文献
17.
Charles C. Helwig 《Child development》1997,68(3):484-495
This study examined children's, adolescents', and college students' judgments of the rights of child and adult agents to freedom of speech and religion in 3 social contexts: the general level of society, the school, and the family. Two hundred forty participants, evenly divided into 5 grade levels (mean ages 6,6, 8,5,10,6,12,4, and 22,7) made judgments of the legitimacy of authority prohibition, rule evaluation, generalizability, and rule violation for all freedom/social context/agent combinations. Concepts of freedom of speech and religion were found to emerge in the early elementary school years, and endorsements of freedoms were increasingly affected by social context and agent with age. College students were less likely than any other age group to affirm children's freedom of religion in the family context. Considerations of the mental competence and maturity of agents and the potential for harm to ensue from acting on freedoms played an important part in the decisions of older, but not younger, participants. 相似文献
18.
张普定 《山西大学师范学院学报》2013,(2):40-45
拒不支付劳动报酬、恶意拖欠工资状况的蔓延和愈演愈烈,已对经济秩序和社会生活造成了多重损害,对交易秩序的破坏和诚实信用原则的违反尤甚。《刑法修正案（八）》将拒不支付劳动报酬入罪非常必要,十分及时。分析拒不支付劳动报酬罪的特征和构成要件可以为司法机关正确适用法律提供保障。惩治拒不支付劳动报酬犯罪,有助于经济生活秩序的良性化;执法部门和企业建立防范拒不支付劳动报酬的相关制度,综合运用劳动行政法律手段,最终引导劳资之间平等法律关系的形成。 相似文献
19.
Melville Hopkins 《Communication quarterly》2013,61(1):12-13
This paper combines an interactionist perspective with a rules‐based approach for the purpose of analyzing and evaluating organizations. It is suggested that an organization is analogous to a culture and that it can be analyzed by identifying its collectively defined master contract. It may be critiqued by assessing the process by which that master contract is communicated among its members. The organization and its individual members can then be evaluated according to the competence with which members can coorient themselves to the master contract and can coordinate their activities within the constitutive and regulative rules established by the organization. A case study suggests this new approach to organizational communication will be a useful one for communication theory as well as for consultants. 相似文献
20.
Robert Thornberg 《教育心理学》2010,30(5):583-603
This study investigated 202 elementary school children’s judgements and reasoning about transgressions when school rules regulating these transgressions have been removed in hypothetical school situations. As expected, moral transgressions were judged as more wrong and less accepted than structuring, protecting and etiquette transgressions. In turn, etiquette transgressions were judged as less wrong and more accepted than moral, structuring and protecting transgressions. Structuring transgressions were judged beyond expectations as more wrong and less accepted than protecting transgressions. Judgements and justifications made by the children showed that they discriminated between transgressions as a function of school‐rule category (relational/moral rules, structuring rules, protecting rules and etiquette rules). The findings confirm as well as extend previous social‐cognitive domain theory research on children’s socio‐moral reasoning. 相似文献