Abstract：
This study examined the development of social power perceptions among Chinese children aged 3-5 years (N = 105). After watching videos about various social power cues, such as resource possession, resource control, goal achievement, permission, giving orders, setting norms and popularity, the children were asked to identify the powerful agents (whom do you believe is the more powerful person?) in the videos and provide explanations (why do you think he (she) is a powerful person?). Three-year-olds can recognize powerful agents who can grant \'permission\' to other agents. By the age of 4, children begin to associate \'popularity\', \'resource possession\' and \'goal achievement\' with social power. Five-year olds demonstrated the ability to recognize agents who control resources as being more powerful. Analysis of the reasons the children provided for their judgements revealed that for almost every cue (except giving orders), more than 14% of the responses highlighted \'possession of material resources\' as an indicator of power. For children aged 3-5 years, \'resource possession\' cues may be their preferred basis for inferring and explaining power differences. These results would facilitate researchers to further unravel the mechanisms underlying the development of children\'s social power perceptions.
摘要：
这项研究调查了3-5岁（N=105）的中国儿童的社会权力观念的发展。在观看了关于各种社会权力线索的视频后，例如资源占有，资源控制,实现目标,许可,发号施令,设置规范和受欢迎程度，孩子们被要求在视频中找出有权势的代理人(你认为谁是更有权势的人?)并提供解释(你为什么认为他(她)是有权势的人?)。三岁的孩子可以认出可以向其他特工授予“许可”的强大特工。到4岁时，孩子们开始联想到“受欢迎程度”，具有社会力量的\'资源占有\'和\'目标成就\'。五岁的孩子表现出识别控制资源的代理人更强大的能力。对孩子们做出判断的原因的分析表明，几乎每一个线索(除了下达命令)，超过14%的答复强调“拥有物质资源”是权力的指标。对于3-5岁的儿童，“资源占有”线索可能是他们推断和解释权力差异的首选依据。这些结果将有助于研究人员进一步揭示儿童社会权力认知发展的潜在机制。
