RESUMO
Este artículo revisa la literatura sobre la exclusión social en la infancia y la adolescencia, con un enfoque sobre la exclusión basada en la cultura en la que las normas, la identidad y la justicia son factores importantes. La investigación reciente ha examinado las opiniones del niño acerca de la imparcialidad de la exclusión en diferentes contextos sociales, identificando los factores que contribuyen a legitimar o rechazar la exclusión de los miembros de los grupos externos. En todas las culturas, los factores de importancia son el sexo, la raza, la etnia y la cultura. Se revisan los resultados actuales y se apuntan las posibles áreas de investigación (AU)
This paper reviews the literature on social exclusion in childhood and adolescence, with a focus on exclusion based on culture in which norms, identity, and fairness are salient factors. Recent research has examined childrens views about the fairness of exclusion in different social contexts, identifying the factors that contribute to legitimizing or rejecting the exclusion of members of out-groups. Across cultures, factors of relevance include gender, race, ethnicity, and culture. We review current findings and point to areas for new research (AU)
Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Transtornos do Comportamento Social/diagnóstico , Transtornos do Comportamento Social/psicologia , Psicologia da Criança/educação , Psicologia do Adolescente/educação , 50262 , Cultura , Transtornos do Comportamento Social/etnologia , Transtornos do Comportamento Social/história , Psicologia da Criança/ética , Psicologia da Criança/estatística & dados numéricos , Psicologia da Criança/normas , Psicologia do Adolescente/história , Psicologia do Adolescente , Psicologia do Adolescente/organização & administraçãoRESUMO
To test young children's false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an "accidental transgressor" task, which measured a morally-relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind.