Learning to navigate social situations is an important part of growing up. Some cognitive scientists study children in order to develop a better sense of how children perceive other people and how this might affect their social interactions.
Young children know that certain actions like hitting and pushing are wrong, but sometimes these behaviors allow them to get what they want (e.g., hitting someone in order to get a toy). This study explores whether children think that aggression will lead to happy or guilty feelings in different situations.
In this study, we read children (ages 3-8) two types of stories involving one child pushing another. In one type of story, one child wants an object (e.g., a ball), and pushes another child in order to get it. In the second type of study, one child simply wants to push another child. In both stories, the first child ends up getting what he/she wanted by pushing someone, but in the second type of story, the child’s desire is “wicked.” After each story, we’ll ask children how they think that the aggressor (the child who did the pushing) will feel.
We predict that young children (around age 3) will attribute different feelings to the aggressor depending on his/her motives for pushing. If the aggressor desires a toy, children may state that s/he feels happy after pushing someone in order to get it. If the aggressor desires to hurt someone (a “wicked desire”), children may state that s/he feels guilty after pushing. Older children in the study (around ages 4-6) may have a more complex view of desire and emotion. They might attach good feelings to desires that are satisfied, even if the desires themselves are "wicked." We also expect that the oldest children in the study (over age 7) will have more mature ideas about the characters' experiences of guilty or mixed feelings.
This study will help us understand how children perceive transgressions in daily life, and what types of feelings they attribute to their peers in different social situations.
Learn about other research related to Reasoning about Social Situations.
This research is conducted by the Laboratory for Developmental Studies at Harvard University