Children consider “who” and “what” when reasoning about rule changes: A comparative study of children from two cultures
Rui Guo,
Dandan Li,
Xin Zhao
Abstract:Children’s normative knowledge develops early. While prior studies focus on rule compliance and violation, only limited research explores children’s views on rule changes, especially in non-Western cultures. This study investigates how Chinese children aged 4 to 7 (N = 154) reason about rule changes, and compares their responses with U.S. counterparts in Zhao & Kushnir (2018). Chinese children considered both “who” created the rules and “what” consequences the rule changes may bring about when judging … Show more
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