Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-08
Abstract： With the advent of the era of human-robot coexistence, robots gradually penetrate into children’s lives. Robots play an important role in children’s study and life, and effective human-robot interaction is conducive to robots to play a greater role. Trust is one of the prerequisites for effective interaction between humans and robots. Do children trust robots the same as trusting people? As the trend of robot development, how does anthropomorphism affect children’s trust in robots? This research adopted the trust game paradigm of Berg et al. (1995) and Evans et al. (2013). The trust behavior of children aged 4-6 in the economic game was investigated through two experiments. At the same time, anthropomorphic factors that may affect children’s trust in robots are investigated, including anthropomorphic appearance (anthropomorphic appearance) and anthropomorphic behavior (verbal feedback and social contingent interaction). In the first experiment, by investigating children’s trust behavior in robots NAO and JIBO (high anthropomorphism VS low anthropomorphism) in anonymous trust game, it was found that the trust of 4-year-old children in robots was significantly lower than that of 5-year-old and 6-year-old children. However, the influence of appearance anthropomorphism only appears in 6-year-old children, and the trust of children is positively correlated with the degree of appearance anthropomorphism of robots. In the second experiment, the robot was made to have anthropomorphic behavior by using WeChat video calls with people, NAO and JIBO, and the trust behavior of children to different trust objects was investigated in the anonymous trust game, and the role of anthropomorphic behavior was investigated. The results show that children’s trust can be significantly improved when the robot had anthropomorphic behavior characteristics. It can be seen that the trust of children aged 4~6 in robots is not only related to their age, but also influenced by the anthropomorphism of robots (anthropomorphism in appearance and anthropomorphism in behavior), and the degree of anthropomorphism is positively related to children’s trust behavior.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： While there has been much research concerning how adults understand the social power, recently researchers have been increasingly interested in how children conceptualize social power. Social power understanding is an important aspect of children’s social cognition, which can be reflected on the level of social dominance and social status. From early on, children can use different cues to judge social power, and based on these cues their cognition of social power are adaptive in evolutionary fitness. Meanwhile, children’s understanding of social power develops across the whole childhood. While younger children are more likely to acknowledge the way to get social power with dominance, older children prefer the way to get social power basing on prestige. Children’s cognition of social power can influence their selective trust, resource allocation, and prosocial behavior. Future research should consider the underlying mechanism of children’s social power cognition, and examine the processing mechanism of the relationship between children’s social power cognition and their social behavior. Moreover, cultural factor and early social interactive experience should be concerned to contribute to children’s cognition of social power.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： To own an object means that the owner has many informative rights to the object, such as touching, using, changing, tracking and transferring. Research revealed that 3-year-old children understand that an owner have exclusive rights to touch and use his/her own objects but others do not, but their understandings of owners’ rights to change, track and transfer property are relatively poorer. This indicates that the development of children’s representation of ownership rights may not be synchronous. Three-year- olds understand that an owner has right to entitle others to use his/her property, and actively maintain this. When someone prevents the enforcement of this right, they will protest. This demonstrates that young children are aware of second-order ownership rights. In future studies, the mechanisms underlying the dissociation among representations of different ownership rights should be explored. Besides, it is worthwhile investigating how children represent ownership rights of public property (such as buses). Different cultures may put different weight on specific ownership right, which calls for more cross-cultural studies.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Puberty is a unique period during which individuals experience rapid growth in social, emotional and cognitive aspects, yet remain immature. Compared with adults, adolescents are more inclined to engage in risky or reckless behaviors that are detrimental to their physical and mental health, such as smoking, alcohol abuse, and dangerous driving. At the same time, from childhood to adolescence, the influence of parents on adolescents gradually weakens, while the influence of peers gradually increases. Regarding the question of how adolescents’ adventurous behavior is affected by their peers, the results of previous empirical studies are mixed. In addition, the mechanism of this influence, which is a more crucial research question, remains unknown. From the perspectives of personal characteristics and social interaction, this paper reviews the results of previous studies and finds facilitating effect of peers on adolescents' risk-taking behaviors. Specifically, when adolescents complete a risk-taking task, being watched by a peer can increase the adolescent's risk-taking behavior, even when the peers and the participants are not at the same place. When the adolescent and the peer are in the same room, and the peer can communicate with them or even give advice during the task, peers can play an even stronger role in facilitating the adolescent's risk-taking behavior. Compared with the influence from adults, adolescents are particularly sensitive to the influence from their peers. In addition, personal traits (such as resistance to peer influence and gender) and situational factors (such as the certainty of situation: vague/explicit, and different forms of peer participation: cooperation/competition) play a moderate role. The influence of peers on adolescents' risk-taking behavior and its underlying mechanisms can be explained from multiple aspects, including psychology, neurology, gene, society and culture. From the psychological aspect, this influence stems from the needs of adolescents to seek peers’ recognition and belonging, as well as learn from peers (i.e., social learning). From the aspect of neural mechanism, this influence comes from the interaction between cognitive control network and stimulus processing system: when adolescents make decisions involving risks in the presence of a real or virtual companion, activation of the cognitive control network decreases, and that of the reward system increases. From the genetic perspective, the effect may be due to susceptibility of specific genes. For instance, 5-HTTLPR short allele carriers are more sensitive to peer influence. From the social and cultural aspect, while the influence of peers on risk-taking behavior has a certain generality, the degree of the influence differs in different cultural contexts. For example, compared with white adolescents, risk-taking behaviors of non-white adolescents are more likely to be influenced by peers. In collectivist culture, adolescents’ smoking behavior is more positively correlated with that of their peers. Future research should further explore the influence of peers on adolescents' risk-taking behavior from the perspectives of development, cultural psychology and construction of complex model network.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： One of the most imperative issues in developmental research on social cognition is whether young children selectively trust informants' testimonies and revise their beliefs based on those testimonies. Previous research has shown that both the nature of the information and the traits of informants affect young children's selective trust and belief revision. However, the role that contradictory information may play in young children's selective trust and belief revision has yet to be examined. The present study examined Chinese preschoolers' selective trust and belief revision in situations in which their beliefs were contradicted by information provided by a familiar informant (the mother).The present study adopted the conflicting sources paradigm. Testimonies about hybrid pictures with different perceptual cues (the 50%-50% hybrids task vs the 75%-25% hybrids task) were presented to 74 4- to 6-year-old preschoolers, to investigate young children's selective trust and belief revision. Participants heard two informants (the mother and the stranger) name the hybrid differently. In all tasks, the stranger’s naming was more consistent with the perceptual cues. Children were asked about their own naming (What animal is this?), whom they would like to ask (mother or stranger?), whom to believe and the endorsement question (What animal do you think this is?).The results showed that children's selective trust and belief revision are influenced by the degree of conflict between mother's testimonies and perceptual evidence. In the low conflicting situation (50%-50% hybrids task), children are more inclined to ask for and explicitly trust the mother's testimony than in the high conflicting situation (75%-25% hybrids task). Furthermore, in the low conflicting situation, older children are more likely to revise their beliefs than younger children; whereas in the high conflicting situation, older children are more hesitant to revise their beliefs than younger children. The findings indicate that older children are more flexible in selective trust and belief revision. They are better able to factor the available perceptual cues into their consideration of the adult's testimony.In summary, 4- to 6-year-old preschoolers' selective trust and belief revision are influenced by the degree of conflict between others' testimonies and perceptual evidence. In high conflicting situations, they typically refuse to ask for and endorse the testimonies provided by the familiar informant, or to revise their beliefs. The results of the present study demonstrate that young children are able to distinguish between different degrees of conflict. When the mother's testimony conflicted dramatically with the young children's existing beliefs, older Chinese preschoolers in our study tended to distrust the mother and refused to revise their beliefs.
Subjects: Psychology >> Developmental Psychology submitted time 2021-01-19
Abstract： Adolescents are more likely to engage in risky or reckless behaviors and are more likely to be influenced by their peers. From the perspectives of personal characteristics and social interaction, the researches show the facilitating effect of peers on adolescents' risk-taking behavior, that is, when peers are present, adolescents' behaviors tend to be more risk. The influence of peers on adolescents' risk-taking behavior and its underlying mechanisms can be explained from multiple aspects such as psychology, neurology, gene, society and culture. On the psychological level, this influence stems from the needs of adolescents to seek peer recognition and belonging, as well as the effect of social learning; on the level of neural mechanism, it comes from the interaction between cognitive control network and stimulus processing system; on the genetic level, it is due to the susceptibility of specific genes; on the social and cultural level, peer influence brings about differences in degrees and performances due to differences in cultural contexts. Future research should further explore the influence of peers on adolescents' risk-taking behavior from the perspectives of development, cultural psychology and construction of complex model network.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2019-05-10
Abstract： "
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