The Development Of Primary School Children’s Ability Of Explicit And Implicit School Authority Recognition And The Influence Of Explicit School Authority Recognition On Their Sharing Behavior

The Development of Primary School Children’s Ability of Explicit and Implicit School Authority Recognition and the Influence of Explicit School Authority Recognition on Their Sharing BehaviorAuthority recognition is an important part of social relationship recognition that belongs to the social recognition. For primary school children, both at home and abroad authoritative recognition of past research results show that primary school children as the growth of the age, its authority recognition level has been improved, but also points out that the high and low level social recognition ability has important influence on primary school children’s social development, especially the development of pro-social behavior. But not specific for primary school children authority recognition in school situations also mechanism of implicit authority recognition, little research for this study provides the feasibility and necessity of further study.A comprehensive embarrassment literature review on domestic and foreign related theory and its related to school authority recognition and the relationship between the sharing behavior.and on this basis, through the following research respectively from two aspects of explicit and implicit at children’s school authority recognition. First discussed explicit authority recognition of primary school children and further discussed the development situation of different high and low levels of explicit school authority recognition effects on their sharing behavior, and at the same time through implicit experimental method to explore whether there is a primary school children implicit school authority recognition.Study 1, primary school children’s cognitive dilemma story of school authority. Randomly selected from a primary school is grade 2-6 in two groups(story collection group of 150 people, the initial questionnaire validation group, 150) to the school authority cognitive dilemma story collection and verification, used to prepare the follow-up study of primary school children’s school authority cognitive dilemma story questionnaire. The dilemma story, including the principal authority, teacher authority, companion authority of three different context of authority figures. Results show that the school authority cognitive dilemma story questionnaire collected from the real life of children, has a strong representative, validated and selection of school children’s cognitive formal authority have good reliability and validity of the questionnaire, can be used for the next further research.Study 2, the school authority recognition studies in primary school children. This study research both implicit and explicit primary school authority recognition. A compiled the first part, the research of primary school children’s school authority cognitive dilemma story, for 319 elementary school children 2 to 6 grade of explicit the development of the school authority cognitive characteristics are studied, the results show that:(1) overall, primary school children obey showed a trend of gradually reduce the proportion of authority, the percentage of obedience from high to low, respectively the principal authority, teacher authority, company authority. The boy under the authority of the principal subject less than girls, and has a lower process in grade 6.And the authority of the primary school children’s cognitive development on the whole present a grow along with the grade and the development trend of constantly improve, grade differences but no gender differences.(2) under different school authority, primary school children’s explicit school authority recognition development also show the increasing along with the growth of the grade and development trend. Under three kinds of authority were no significant gender differences.(3) primary school children in grade 4 to 5 is the critical period of development, including authority cognitive scores, the principal authority, and peer under the authority of the origins of 4 grade, the development of the teacher authority under the critical period for grade 5.Children under the authority of the principal authority cognitive in grade 5 have a down period. The second part, using the implicit association test(IAT) paradigm to grade 4 to 6, a total of 60 children implicit school authority recognition development were studied. Results show that:(1) primary school children there are implicit school authority recognition, tend to command obedience to authority, and there is no grade and gender differences.(2) primary school children’s cognitive and explicit implicit school authority school authority cognitive belong to two different kinds of cognitive processing mechanism, there is a certain separation between them.Study 3, primary school children’s explicit school authority recognition effects on their sharing behavior. Situational experiment method is adopted as the dependent variable share behavior way of survey, in different explicit school authority cognitive level(high and low), the different level of empathy(high and low), gender(male, female) as the independent variables, and to explore 128 grade 6 primary school children of different explicit school authority cognitive level, the influence of different level of empathy for their sharing behavior. Results show that:(1) primary school children’s explicit school authority level of recognition development significant main effect on sharing behavior, namely high explicit authority cognitive school children showed more sharing behavior.(2) primary school girls show more sharing behavior than boys, but there is no significant difference.(3) the high level of empathy than low level of empathy of children showed more sharing behavior, but did not reach significant difference.