), 朱莉琪2() 1. 西安交通大学人文社会科学学院社会心理学研究所, 西安 710049
2. 中国科学院行为科学重点实验室, 中国科学院心理研究所, 北京 100101
收稿日期:2018-01-02出版日期:2018-12-15发布日期:2018-10-30通讯作者:喻丰,朱莉琪E-mail:yufengx@xjtu.edu.cn;zhulq@psych.ac.cn基金资助:*中国博士后基金资助(2018M633484)Preschoolers’ understanding of ownership rights
LI Zhanxing1, NIU Gengfeng1, YU Feng1(), ZHU Liqi2() 1. Institute of Social Psychology, School of Humanities and Social Sciences, Xi’an Jiaotong University, Xi’an 710049, China;
2. CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing 100101, China
Received:2018-01-02Online:2018-12-15Published:2018-10-30Contact:YU Feng,ZHU Liqi E-mail:yufengx@xjtu.edu.cn;zhulq@psych.ac.cn摘要/Abstract
摘要： 对物品的所有权意味着所有者对所有物具有多重权利, 如触碰、使用、更改、追踪和转移等。研究发现, 3岁幼儿就能理解, 所有者对自己的物品具有触碰权和使用权, 而他人不具有。但是, 他们理解所有物的更改权、追踪权和转移权, 却相对滞后。这提示对不同所有权权利表征的发展可能是分化的。此外, 3岁幼儿还理解所有者具有赋予他人使用所有物的权利, 还会积极维护这种权利, 并对阻止权利实施的行为表示抗议, 说明他们也能理解二级所有权权利。为什么幼儿对不同所有权权利的表征会出现分化, 其背后的机制需要未来研究的探索。此外, 某些公共物品(如公共汽车)本身存在着所有权权利相分离的情况, 幼儿是如何表征的, 也值得我们进行研究。不同文化对所有权权利的侧重不同, 提示我们有必要对所有权权利认知的发展进行跨文化检验。
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