The authority of Cognition in Children

 Review authority cognition in children's music can be good

Zou Xiaoyan summary authority is manifested in the social system, the institutionalization of legitimate power, and the personal exercise of power. The authority of knowledge mainly refers to Characteristics of the relationship between the authority and the authority of knowledge, is an important aspect of social cognition. the correct view of the authority of the training, education for children set an example image, autonomy and social adaptation of children's development. the current understanding of authority The research focuses on understanding the relationship between children and authority of the authority of the impact of cognitive factors and so on. on the authority of the research focused on the relationship between cognitive development of children at different ages on; affects children cognitive authority on the authority of the main factors characteristics of knowledge, command type, social context, problems areas, cultural factors and personality characteristics of children.
Keywords Children authoritative social cognition independence of cognitive authority
1 Introduction
authority (authority ) is manifested in the social system, the institutionalization of legitimate authority, and the personal exercise of power [1]. For children, mainly referring to the authority of parents, teachers and peer influence. the authority of knowledge (conception of authority), including the authority to authority relations and cognitive characteristics, but the authority of the cognitive features of cognitive authority is often seen as one of the factors. the authority of knowledge first appeared in four, and the growth and development with age [2]. authoritative knowledge is an important component of social cognition [3], is the socialization of children an important way for the development of [4]. adolescent conflict with parents, research shows that reflects the authority of the cognitive development of children's autonomy development is the development of children's autonomy important factor [5]. the authority of the parent-child relationship of cognitive development also have important implications for young people the recognition of parental authority higher the degree of affinity with their parents the higher the [6 ]. Piaget first rules from the moral and cognitive study of authority, while the real authority of specialized knowledge on a systematic study of the American psychologist William Damon. In recent years, research on cognitive authority gradually increased, and extended to various fields. So far, research on children's cognitive authority on the authority of the features aimed at children, awareness of the relationship between the authority and the authority of the cognitive effects of cognitive factors and so on.
cognitive development of authority relations
authority of the relationship is between the authority of those with influence and authority of the affected object, the relationship between domination and obedience, is a kind of social relations [12]. For children, the cognitive authority relations refers to children the relationship between himself and the cognitive authority figures, understanding authority relations change with age, showing a certain trend. The correct relationship between the authority of knowledge on children's social adaptation and social practices of the culture have an important role. < br> 2.1 Piaget and Kohlberg Cognitive
authority relations of Piaget, although not directly the authority of knowledge of children, but he believes that the origin of moral responsibility is respected by the people of their order subject to the observance of the authority, reflects the moral awareness of children's cognitive authority. Piaget described children in three different stages of moral cognition, can be found at each stage of cognitive authority on children's descriptions. First of all, previous moral stage (0-5 years), children do not feel the need to obey. This phase was also seen as authoritative before the stage, children's environmental information to the outside world has not yet formed the concept of obedience, the need to obey the first result from the force great respect for adult authority. Then he controlled phase (6-10 years), he embodies the core of the control children on the adult one-way obedience, the authority of this stage, the concept of children is one-way, adult centers, children can not be independent of the authority to make moral judgments. to the independent phase (since 11 years old), children that are equal members of a group, children and adults should be a mutually beneficial relationship, obedience to authority is no longer necessary, as the adults in is the authority and children's moral reasoning about [7]. Kohlberg Jean Piaget's theory is extended to all over the world validation, obtained a similar conclusion that the children can not distinguish experienced authority, subject to the rational way to judge authority of the phase [13].
2.2 Damon the authority of the relationship between cognition
Damon familiar life situation of children in the story of the moral dilemma of children aged 4-11 to explore the authority of knowledge, and children under the age response to the dilemma of the story concluded its authority cognitive development trends. Initially, the child can not request authority figures and their desire to distinguish, the blind worship of authority. Subsequently, the children began to realize the requirements of authority figures with their own desires conflict but based on the worship of authority or fear of punishment and unilateral obedience. with age, children start with a rational evaluation of subject and based on the principle of exchange and reciprocity, the authority of the relationship as mutually beneficial relationship between the two sides. Finally, the absolute authority no longer exists, the relevant authority and special situations [2].
Damon research on authority relations than previous studies with a qualitative leap, especially found in the cognitive development of features of authority relations, but his research No further in-depth, authoritative relationship exists for the scene, children's specific authority under which the relationship between the judge did not elaborate, the lack of authority in the future study of cognitive factors are added in succession.
2.3 Zhang Wei, An Autumn Ling et al Cognitive
of authority relations scholars Rip Millet, who has problems in the study related to children's cognitive authority relations has been discussed. He believes that through early age children are unable to distinguish between the authority and fairness, then after fair stage, the final stage of development to the highest mm on the Wei et al (1996) further explored this conclusion, the results showed that children from age 5 to 10 years of age, cognitive authority relations for the basic line with this trend, but this development is not a straight up, in change around age 13, appears repeatedly. This may be due to the emergence of the reasons children start puberty, for the independent pursuit of self-change, which will once again seek a fair, against the authority of the constraints. This does not mean Children blindly against their parents, the children of this age on the relationship between parental authority in the personal development orientation and cognitive level of co-existence of a coordinated, they can stand in their cognitive authority relationships, and compare the relationship of parental authority reasonable understanding and coordination between the authority of their relationship with their parents [14].
Anqiu Ling, Chen Guopeng authority on cognitive level of Chinese children were found: the authority of the Chinese Children's cognitive development between children with foreign presence similar stages: first, the relationship between children's understanding of authority is mainly affected by the constraints of external information, with the authority of orientation. with age, children experience the subject of cognitive authority, and coordination phase, until eventually the relationship began on the authority of the rational thinking, to determine a relationship of equality [14].
addition to the above study, a large number of children's social cognitive researchers also conducted a study of cognitive authority relations. Selman has studied the authority of the parent-child relations event, subject to , penalties, and other issues to resolve conflicts, and through the children of these events to infer the authority of the cognitive reasoning level, the above studies found a similar conclusion [15].
can see, all the authority of cognitive research on children The results are almost consistent. young children can not be described as an authority figure demands and aspirations of its own distinction between the blind worship of authority, single subject, there is no concept of real authority; school-age children are beginning to realize the requirements of authority figures with their own aspirations the conflict, but the constraints based on external information still has the authority orientation; adolescence is considered a two-way parent-child relationship, children begin with a rational evaluation, parental authority is only through a wealth of knowledge and skills exist. Generally speaking, children gradually adults as equal authority with the children grow older the image decreases. In addition, note that children respond to the authority of the strategy also corresponds with this development process is constantly changed, from the initial use of accepted strategy development to strategy consultation and refused ��34��.
3 children, the impact of cognitive factors in the authority of the authority of
children is a need for an overall sense of understanding the concept, influenced by many factors. The current research focuses the authority of the person's own characteristics, the type of command authority be issued, the existing social situation, problems areas, and cultural factors and personality characteristics of children on other factors.
3.1 authority characteristics (authority attributes) Cognitive < br> authority of the features is the authority figure has to be the authority of the specific features. children's cognitive characteristics of authority including the physical characteristics of adults, adult identity, social status and knowledge of nurses, and this knowledge by the impact of cultural background, different cultural backgrounds of children in the cognitive differences.
Piaget that the orientation of young children is based on the authority of adult age, size, strength and other physical characteristics [7], and Damon et al study found that adult status, knowledge, and authority figures of the social status characteristics of children judged the authority to consider an important factor [2] [8].
Based on this, Laupa system, the authority of the U.S. school-age children feature of cognitive study found that in children early, children can not understand the importance of social status, knowledge is the most important feature of the authority to determine, with age, to middle childhood, children, lack of social status or deny the authority of knowledge characteristics ; to adolescence, social status is the authority to determine the most important feature, much better than knowledge. Overall, the authority to judge children's progress, the social status of the evaluation is the most important factor, followed by knowledge of adult status and can not be authority of the rationalization of reasons, but also has social status and knowledge of people more likely to become the authority [9].
ZHANG Wei et al study found that Chinese children with American children the most valued characteristics of different social status, China Children pay more attention to general knowledge, that knowledge is the basis for judging the authority of the Chinese identity of young adult children are the most valued and least valued social status, with age, social status characteristics of this authority gradually increased, and then as an adult gradually decreased [10]. This may be due to cultural influences, the Chinese tradition of respecting knowledge society, and American society more attention to children's social competence, and therefore, American children on the social acceptance of a higher level of organization. In addition, as an adult and knowledge factors as the authority of the moral characteristics of Chinese children's moral judgments of fuzzy events also have important implications [11]. It should be noted that although the authority of American children of different recognition characteristics of different, but both feature a variety of authoritative Children are more easily accepted by the lack of any authority of the features will affect the authority of the image set.
3.2 command type (type of command)
for children who do not always obey authority, the authority who issued by the different type of command influence children's authority judgments. especially when the authority issued harm others command, children are more willing to accept peer and adult non-authoritative commands (such as stop fighting) [8]. Laupa further explore the pre-school children and school-age children to obey the command of authority, the results showed that all children are present in this matter of similarity, difference is that pre-school children are still receiving a small portion of the irrational command authority figures (beating, etc.), and school-age children unreasonable, without exception, against the authority of command. It describes the authority of the previous cognitive level consistent with the trend, that the authority was originally targeted young children, the age rating on the authority of the gradual growth of the objective [17]. In addition , another study found, children with parents or friends at home than on the authority, children are more recognized in the formulation of its rules against theft authority [16]. Thus, children are more sensitive to the moral order, especially when the authority's orders violate social ethics, the child more to be rejected. This is the field on issues related to the problems.
3.3 problems areas (domain)
recent years, researchers on children's social different areas of cognitive problems occurred beginning to pay attention. The initial field is divided into areas of moral, social and psychological areas of conventional fields. ethical areas mainly related to personal power and well-being issues, such as assault or theft; social conventional fields is about the individual in society system of coordination and interactions, such as table manners, etc.; psychological field is about the concept of individual psychological characteristics, such as beliefs, thoughts, feelings and opinions, including personal events, such as personal friends, or style of dress, etc. [15] .
Smetana further divided into three areas as ethics, social routine, friendship matters and complex matters, safety and health matters, personal affairs, on this basis, the authority on young people of understanding further. of moral General Affairs and Social Research found that parents and children that parents have authority to bind the moral and social conventional children's behavior; but in personal matters (such as household chores and children's personal appearance, etc.) and some complex matters (cases involving a number of areas event), the youth and their parents often conflict because of these matters, the parents of children considered to be personal matters outside the competence, more likely to refuse to limit the authority of parents, and parents were considered to be within their competence, society should be routine. but with age, parents and children agree that children in such matters with greater decision-making power; in the safety and health matters, although parents and young people think that such matters are within the scope of adolescent self- , but for safety and health considerations, parents, adolescents and parents were recognized authority on such matters [22]. However, young people still strive for greater autonomy [23].
In addition, children with occurrence of parental authority areas of conflict cultural differences [24]. Smetana study of Chinese children in Hong Kong found that 4-year-olds could have been personal affairs and the moral and social routine to distinguish, and that children in the personal affairs of a certain power, and in the moral and conventional issues parents discretion. Similarly, with age, children believe that more decisions should pursue opportunities [25].
ZHANG Wei et al (1996) to our children research in the field for the problem and found that Chinese children in morality, life and friendship is concerned, although some differences (slightly lower proportion of individuals subject to making friends), but the difference was not significant, that parental authority in all areas of recognition are relatively high, this happens because the Chinese children's self-awareness is not strong enough, it may be more traditional Chinese values emphasize all the result of collaboration rather than individual subject teachers ..
authority on reasonable there are also areas to determine the difference. Youth that the moral, conventional, complex matters, the teacher has a reasonable authority, and in personal matters of the children should have more decision-making power.
areas of authority of the theory of cognitive study not only for adolescents in the United States, in Mexico, China, the Philippines and other countries in Europe the study of young people has also been similar conclusions [27]. field theory, more recent research has made some achievements, the authority Other related areas of cognitive research foundation. But in the area of the division of authority in all areas of cognitive development of children in the study of the extent there are still some ambiguity, need further study.
3.4 social situations ( social context)
authority is a social relationship rather than merely a personal characteristic, which changes with changes in the social context, different social situations, children have the same authority figures in different cognitive and social Context is an important factor of cognitive authority.
research shows that children of school authority (such as teachers and principals) has great situational cognitive limitations, the vast majority of children made it clear that the authority is not entitled to off-campus school rules in any context, even a small part of children's recognition of its legitimacy, but also to prevent injury in a number of events (such as fighting), which also has the mandate of reasonable real time characteristics. and none of the high grade children exception against the school authority of the characteristics across situations than children in lower grades more likely to accept the authority of schools outside the school where some of the rules established by the command [18]. The features and characteristics of children's cognitive development authority consistent with the existence sex.
compared with the school authority, parental authority can be extended to situations outside the home (such as schools and parks, etc.), with cross-situational. This may be because their parents were authoritative role as one of child care, there is no to be confined to special occasions. But this does not mean that parental authority is unlimited authority, when parents and teachers command a conflict between the command, the command in the school will be limited rationality [19]. In addition, social the field situation and the problem occurred there was an interaction. Tisak et al study also found violations in the development of moral and social rules do not meet the order on the authority of mothers and teachers have more rationality across situations. In addition, the mother at home than in schools have more authority, and teachers in schools with more authority [20].
more restrictive for children of obedience, and compliance behavior of situational significance [21], only the grasp of children situational factors in social cognition, personality and social nature of children will have a full and true understanding. In addition, the command authority figures in different conflict situations and circumstances and the binding of different orders are very important issues , but has not been specific research, so this will still continue to be one of the case.
3.5 cultural factors
previous studies have shown that children in different cultures have the concept of social rules different. collectivist culture, children are often considered to be more social harmony, more must abide by the authority; and individual culture of the children are more independent, more emphasis on individual rights. Typically, the individual culture of the United States as representatives, Zeyi collectivist culture of China and Japan, represented by [28]. However, the findings as a basis to find, and usually that is contrary to the views, the Chinese young people more support in the peer context for children's independent decision opposition to adult authority to make all the decisions; and the study of Canadian children found that some of Canada's young children on the school curriculum more supportive of the decision-making authority of adults, the researchers believe may be due to too much emphasis on hierarchy in Chinese families, young people that the authority of parents of children already have too much control, resulting in strong demand their autonomy, while Western society is just the opposite [29]. The study also shows that the reasons for the modernization of China has undergone great social relationships of children changes in view of the authority of the child began to fade, and the parents of children began to be more willing to respect the choice of [30]. These are the needs of social cognition in children in cross-cultural study of the factors to be considered.
3.6 children's personality Features
personality of the child's own perception of their authority. Xuqin Mei and others on the authority of children with different levels of cognitive anxiety, and found that children with high anxiety and low anxiety children cognitive behavior of teachers the authority of the significant differences. high anxiety children cognitive behavior of teachers, the main authority is not subject to, and relatively low anxiety children to obey. Also, children's anxiety level interaction between gender, anxiety level that affects only boys of different behavior on the cognitive authority of teachers , no influence on the girls [31]. but for the personality characteristics of an authority figure that the character of the child on the authority of the good or bad does not really care [11].
these factors are important to the authority of the cognitive influence, but it should be noted that these factors are not isolated impact on children's conception of authority, and sometimes interact with certain types of factors that play a role. such as the social context of the study found that the problem in different areas, authority by the degree of cross-situational differences exist ([20]); and different types and different areas of command sometimes the authority of the common perception of the child.
addition to the above factors, the parenting styles, adolescent family economic background and other factors also affect children's cognitive authority. studies show that with laissez faire and authoritarian parenting styles than authoritative rearing children can develop a more objective assessment of the authority of [23]. Compared with low-income families high-income families rejected parents of young people more authority in the personal affairs of the constraints [32]. while studies have shown that the adoption of children, and families living in the natural parents of children and to defend their autonomy against the authority of parents relative to ratio of children to be adopted is more subject to parental authority [33]. Also note that with the development of society, girls and boys in response to the strategy used when the authority was no significant difference [34].
4 Conclusion
authority cognition in children's development is the formation of social personality an important way, the correct view of the formation of the authority will affect children's peer relationships is essential, parent-child relations. in recent years, cognitive authority research has made great progress, but there is still insufficient. First of all, on the authority of the cognitive studies are too scattered, not systematic, on the authority of the characteristics of the type of command in different contexts and the role of the field to grasp the cross which had been lacking, although Some of this is illustrated, but for different characteristics and different type of command authority to the field in various situations and the interaction is not specifically addressed; Secondly, the research method there are some limitations of the past, the story mainly dilemma method interviews and other researchers is presented to the subjects of the pictures or description of the story, which may occur because of language comprehension of children with different development or other reasons of reliability of the results. Therefore, in the future study, we should pay attention to the improvement of this method, recent research in the field of social personality, people no longer confined to the past, some of the research method, has been trying to combine with the cognitive domain, if you can try cognitive approach The combination of traditional methods to study children's conception of authority, the significance of the results will be even greater. In addition, we can see that the study of cognitive authority in the United States, cross-cultural research is only in a few countries, such as China, Canada, Hong Kong and other places, cross-cultural research is not enough depth and breadth. Finally, although the authority of the characteristics of an authority figure is not necessarily found in adults, but most experimental studies are proposed to the authority of the image for adults, and peer authority and has not been much attention, but this can not be ignored, therefore, in future studies to focus on this aspect of the problem. In short, to the interplay of social relations cognitive grasp of the characteristics of children and the authority of the law of development in order to better understand children's personality development, for education.
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