Representação de grupos sociais e generalização de disposições morais na infância

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10420

Barra lateral de artigos

PDF (Español (España)) HTML (Español (España)) Lector Inteligente (Español (España)) ePub (Español (España))

Publicado: mai. 4, 2022
Edição: v. 39 n. 3 (2021): Avances en Psicología Latinoamericana
Seção Artículos


Palavras-chave: desenvolvimento moral categorias sociais essencialismo moral generalização indutiva crianças

Conteúdo do artigo principal

Autores

  Hernando Taborda Osorio
Pontificia Universidad Javeriana

Resumo

Desde muito cedo, as crianças apresentam conhecimentos complexos sobre o funcionamento dos grupos sociais e as disposições morais dos indivíduos que os compõem. Crianças pré-escolares são capazes de inferir características em comum compartilhadas por membros de um mesmo grupo social e generalizar disposições morais entre eles. A presente pesquisa buscou compreender melhor as condições de generalização das disposições morais entre diferentes tipos de grupos de indivíduos. Ao longo de dois estudos (n = 180) e por meio de um paradigma de generalização indutiva, investigou-se a maneira como crianças de 5 e 7 anos de idade generalizam disposições morais variando as características dos grupos sociais apresentados. Os resultados mostraram que as crianças não utilizam apenas a presença de rótulos verbais comuns entre os membros para orientar a generalização. Ao contrário, esse processo parece mais restrito dependendo das características observadas do grupo social. Esses achados revelam que a identificação de disposições morais e sua generalização entre individuos de um grupo social é um processo que surge relativamente cedo no desenvolvimento humano e é de natureza complexa.

Como Citar
Taborda Osorio, H. (2022). Representação de grupos sociais e generalização de disposições morais na infância. Avances En Psicología Latinoamericana , 39(3). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10420
Referências

Baillargeon, R., Setoh, P., Sloane, S., Jin, K., & Bian, L. (2014). Infant social cognition: Psychological and sociomoral reasoning. En M. S. Gazzaniga & G. R. Mangun (Eds.), The cognitive neurosciences (5th ed) (pp. 7-14). MIT Press.

Bar-Haim, Y., Ziv, T., Lamy, D., & Hodes, R. (2006). Nature and nurture in own-race face processing. Psychological Science, 17(2), 159-163. https://journals.sagepub.com/doi/abs/10.1111/j.1467-9280.2006.01679.x

Baron, A. S., Dunham, Y., Banaji, M., & Carey, S. (2014). Constraints on the acquisition of social category concepts. Journal of Cognition and Development, 15(2), 238-268. https://doi.org/10.1080/15248372.2012.742902

Bastian, B., & Haslam, N. (2006). Psychological essentialism and stereotype endorsement. Journal of Experimental Social Psychology, 42(2), 228-235. https://doi.org/10.1016/j.jesp.2005.03.003

Birnbaum, D., Deeb, I., Segall, G., Ben-Eliyahu, A., & Diesendruck, G. (2010). The development of social essentialism: The case of Israeli children’s inferences about Jews and Arabs. Child Development, 81(3), 757-777. https://doi.org/10.1111/j.1467-8624.2010.01432.x

Buyukozer-Dawkins, M., Sloane, S., & Baillargeon, R. (2019). Do infants in the first year of life expect equal resource allocations? Frontiers in Psychology, 10, Artículo 116. https://doi.org/10.3389/fpsyg.2019.00116

DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208(4448), 1174-1176. https://www.science.org/doi/abs/10.1126/science.7375928

Dewar, K., & Xu, F. (2010). Induction, overhypothesis, and the origin of abstract knowledge: Evidence from 9-month-old infants. Psychological Science, 21(12), 1871-1877. https://journals.sagepub.com/doi/abs/10.1177/0956797610388810

Diesendruck, G. (2001). Essentialism in Brazilian children’s extensions of animal names. Developmental Psychology, 37(1), 49-60. https://doi.org/10.1037/0012-1649.37.1.49

Diesendruck, G., & Eldror, E. (2011). What children infer from social categories. Cognitive Development, 26(2), 118-126. https://doi.org/10.1016/j.cogdev.2010.11.001

Diesendruck, G., Goldfein-Elbaz, R., Rhodes, M., Gelman, S. A., & Neumark, N. (2013). Cross-cultural differences in children’s beliefs about the objectivity of social categories. Child Development, 84(6), 1906-1917. https://doi.org/10.1111/cdev.12108

Diesendruck, G., & HaLevi, H. (2006). The role of language, appearance, and culture in children’s social category based induction. Child Development, 77(3), 539-553. https://doi.org/10.1111/j.1467-8624.2006.00889.x

Diesendruck, G., & Weiss, E. (2015). Children’s differential weighting of cues to social categories. Cognitive Development, 33, 56-72. https://doi.org/10.1016/j.cogdev.2014.06.001

Dunbar, R. (2016). Human evolution: Our brains and behavior. Oxford University Press. Dunham, Y., Baron, A. S., & Carey, S. (2011). Consequences of ‘minimal groups’ affiliations in children. Child Development, 82(3), 793-811.

https://doi.org/10.1111/j.1467-8624.2011.01577.x

Dunham, Y., & Emory, J. (2014). Of affect and ambiguity: The emergence of preference for arbitrary ingroups. Journal of Social Issues, 70(1), 81-98. https://doi.org/10.1111/josi.12048

Foster-Hanson, E., & Rhodes, M. (2020). How origin stories shape children’s social reasoning.

Cognitive Development, 56, 1-15. https://doi.org/10.1016/j.cogdev.2020.100962

Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. Oxford

University Press.

Gelman, S. A., & Markman, E. M. (1986). Categories and induction in young children. Cognition, 23(3), 183-209. https://doi.org/10.1016/0010-0277(86)90034-X

Gil-White, F. J. (2001). Are ethnic group’s biological “species” to the human brain? Essentialism in our cognition of some social categories. Current Anthropology, 42(4), 515-554.

https://doi.org/10.1086/321802

Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450, 557-559. https://doi.org/10.1038/nature06288

Hamlin, J. K. (2013). Moral judgment and action in preverbal infants and toddlers: Evidence for an innate moral core. Current Directions in Psychological Science, 22(3), 186-193. https://journals.sagepub.com/doi/abs/10.1177/0963721412470687

Haslam, N., Rothschild, L., & Ernst, D. (2000). Essentialist beliefs about social categories. British Journal of Social Psychology, 39(1), 113-127. https://doi.org/10.1348/014466600164363

Hirschfeld, L. A. (1996). Race in the making: Cognition, culture, and the child’s construction of human kinds. MIT Press.

Kalish, C. W. (2012). Generalizing norms and preferences within social categories and individuals. Developmental Psychology, 48(4), 1133-1143. https://doi.org/10.1037/a0026344

Kinzler, K. D., & Dautel, J. B. (2012). Children’s essentialist reasoning about language and race.

Developmental Science, 15(1), 131-138. https://doi.org/10.1111/j.1467-7687.2011.01101.x

Kinzler, K. D., Dupoux, E., & Spelke, E. S. (2007). The native language of social cognition. Proceedings of the National Academy of Sciences, 104(30), 12577-12580. https://doi.org/10.1073/pnas.0705345104

Kuhlmeier, V., Wynn, K., & Bloom, P. (2003). Attribution of dispositional states by 12-month-olds. Journal of Cognitive Neuroscience, 14(5), 402-408. https://journals.sagepub.com/doi/abs/10.1111/1467-9280.01454

Liberman, Z., Howard, L. H., Vasquez, N. M., & Woodward, A. L. (2018). Children’s expectations about conventional and moral behaviors of ingroup and outgroup members. Journal of Experimental Child Psychology, 165, 7-18. https://doi.org/10.1016/j.jecp.2017.03.003

Liberman, Z., Woodward, A. L., Sullivan, K. R., & Kinzler, K. D. (2016). Early emerging system for reasoning about the social nature of food. Proceedings of the National Academy of Sciences of the United States of America, 113(34), 9480-9485. https://doi.org/10.1073/pnas.1605456113

Plötner, M., Over, H., Carpenter, M., & Tomasello, M. (2016). What is a group? Young children’s perceptions of different types of groups and group entitativity. plos one, 11(3), Artículo e0152001. https://doi.org/10.1371/journal.pone.0152001

Powell, L. J., & Spelke, E. S. (2013). Preverbal infants expect members of social groups to act alike. Proceedings of the National Academy of Sciences, 110(41), E3965-E3972. https://doi.org/10.1073/pnas.1304326110

Prentice, D. A., & Miller, D. T. (2007). Psychological essentialism of human categories. Current Directions in Psychological Science, 16(4), 202-206. https://journals.sagepub.com/doi/abs/10.1111/j.1467-8721.2007.00504.x

Rhodes, M., & Baron, A. (2019). The development of social categorization. Annual Review of Developmental Psychology, 1, 359-386.

https://doi.org/10.1146/annurev-devpsych-121318-084824

Rhodes, M. (2012). Naïve theories of social groups. Child Development, 83(6), 1900-1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x

Rhodes, M. (2013). How two intuitive theories shape the development of social categorization. Child Development Perspectives, 7(1), 12-16. https://doi.org/10.1111/cdep.12007

Rhodes, M., & Chalik, L. (2013). Social categories as markers of intrinsic interpersonal obligations. Psychological Science, 24(6), 999-1006. https://journals.sagepub.com/doi/abs/10.1177/0956797612466267

Rhodes, M., & Gelman, S. A. (2009a). Five-yearolds’ beliefs about the discreteness of category boundaries for animals and artifacts. Psychonomic Bulletin & Review, 16(5), 920-924.

https://doi.org/10.3758/PBR.16.5.920

Rhodes, M., & Gelman, S. A. (2009b). A developmental examination of the conceptual structure of animal, artifact, and human social categories across two cultural contexts. Cognitive Psychology, 59(3), 294-274. https://doi.org/10.1016/j.cogpsych.2009.05.001

Rhodes, M., Gelman, S. A., & Karuza, J. C. (2014). Preschool ontology: The role of beliefs about category boundaries in early categorization. Journal of Cognition and Development, 15(1),

-93. https://doi.org/10.1080/15248372.2012.713875

Schmidt, M. F. H., & Tomasello, M. (2012). Young children enforce social norms. Current Directions in Psychological Science, 21(4), 232-236. https://journals.sagepub.com/doi/abs/10.1177/0963721412448659

Schmidt, M. F. H., Rakoczy, H., & Tomasello, M. (2012). Young children enforce social norms selectively depending on the violator’s group affiliation. Cognition, 124(3), 325-333. https://doi.org/10.1016/j.cognition.2012.06.004

Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness? Psychological Science, 23(2), 196-204. https://journals.sagepub.com/doi/abs/10.1177/0956797611422072

Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 89-96. https://doi.org/10.1111/j.1467-7687.2007.00569.x

Taborda-Osorio, H., Cheries, E., & Lyons, A. B. (2019). Examining infants’ individuation by sociomoral disposition. Frontiers in Psychology, 10, Artículo 1271. https://doi.org/10.3389/fpsyg.2019.01271

Taylor, M. G., Rhodes, M., & Gelman, S. A. (2009). Boys will be boys; cows will be cows: Children’s essentialist reasoning about gender categories and animal species. Child Development, 80(2), 461-481. https://doi.org/10.1111/j.1467-8624.2009.01272.x

Tomasello, M. (2016). A natural history of human morality. Harvard University Press.

Tomasello, M. (2019). Becoming human: A theory of ontogeny. Harvard University Press.

Vaish, A., Carpenter, M., & Tomasello, M. (2016). The early emergence of guilt-motivated prosocial behavior. Child Development, 87(6), 1772-1782. https://doi.org/10.1111/cdev.12628

Wynn, K. (2008). Some innate foundations of social and moral cognition. En P. Carruthers, S.

Laurence & S. Stich (Eds.), The innate mind: Foundations and the future (pp. 330-347). Oxford University Press.

Estatísticas de consulta

Downloads

Não há dados estatísticos.
Métricas de publicação

276 184




 

Crossref
Scopus
Google Scholar
Europe PMC
Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Os autores conservam os direitos de autor e garantem à revista o direito de ser a primeira publicação do trabalho da mesma forma que licenciado sob uma Creative Commons Attribution License que permite a outros compartilhar o trabalho com um reconhecimento da autoria do trabalho e a publicação inicial nesta revista.