Children’s Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention

• Autores: Robin Banerjee, Mark Bennett, Nikki Luke
• Localización: Child development, ISSN 0009-3920, Vol. 83, Nº. 5, 2012, págs. 1805-1821
• Idioma: inglés
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• Resumen

  • 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.