Young Children Enforce Social Norms Selectively Depending on the Violator's Group Affiliation

Autor/inn/en	Schmidt, Marco F. H.; Rakoczy, Hannes; Tomasello, Michael
Titel	Young Children Enforce Social Norms Selectively Depending on the Violator's Group Affiliation
Quelle	In: Cognition, 124 (2012) 3, S.325-333 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2012.06.004
Schlagwörter	Young Children; Norms; Child Development; Games; Classification; Preschool Children; Student Attitudes; Cognitive Development; Cultural Differences; Groups; Group Behavior + Suchen Sie Ihr Suchwort? Frühe Kindheit; Normwert; Kindesentwicklung; Game; Spiel; Spiele; Classification system; Klassifikation; Klassifikationssystem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Kognitive Entwicklung; Kultureller Unterschied; Gruppenverhalten
Abstract	To become cooperative members of their cultural groups, developing children must follow their group's social norms. But young children are not just blind norm followers, they are also active norm enforcers, for example, protesting and correcting when someone plays a conventional game the "wrong" way. In two studies, we asked whether young children enforce social norms on all people equally, or only on ingroup members who presumably know and respect the norm. We looked at both moral norms involving harm and conventional game norms involving rule violations. Three-year-old children actively protested violation of moral norms equally for ingroup and outgroup individuals, but they enforced conventional game norms for ingroup members only. Despite their ingroup favoritism, young children nevertheless hold ingroup members to standards whose violation they tolerate from outsiders. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10