Abstract：
Given the complexity of human social life, it is astonishing to observe how quickly children adapt to their social environment. To be accepted by the other members, it is crucial to understand and follow the rules and norms shared by the group. How and from whom do young children learn these social rules? In the experiments, based on the crucial role of affective social learning and dominance hierarchies in simple rule understanding, we showed 15-to-23-month-olds and 3-to-5-year-old children videos where the agents\' body size and affective cues were manipulated. In the dominant rule-maker condition, when a smaller protagonist puts an object in one location, a bigger agent reacts with a positive reaction; on the contrary, when the smaller protagonist puts an object in another location, the bigger agent displays a negative reaction. In the subordinate rule-maker condition, the roles are shifted but the agents differ. Toddlers expect the protagonist to follow the rules (based on anticipatory looks), independent of the dominant status of the rule-making agent. Three-to-five-year-old pre-schoolers overall perform at the chance level but expect the protagonist to disobey a rule in the first trial, and obey the rule in the second trial if the rule-maker is dominant.
摘要：
鉴于人类社会生活的复杂性，观察到孩子们适应社会环境的速度是惊人的。被其他成员接受，理解和遵守该小组共享的规则和规范至关重要。幼儿如何以及从谁那里学习这些社会规则？在实验中，基于情感社会学习和优势等级在简单规则理解中的关键作用，我们展示了15至23个月大的儿童和3至5岁儿童的视频，其中控制了特工的体型和情感线索。在主导规则制定者的条件下，当一个较小的主角把一个物体放在一个位置时，更大的代理做出积极的反应；相反，当较小的主角将一个物体放在另一个位置时，更大的代理显示负面反应。在从属规则制定者条件下，角色转移了，但代理人不同。幼儿期望主角遵守规则(基于预期的外表)，独立于规则制定主体的主导地位。三到五岁的学龄前儿童整体表现在机会水平，但希望主角在第一次审判中不遵守规则，如果规则制定者占主导地位，并在第二次审判中遵守规则。
