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| The influence of promise characteristics on primary school children’s development of promise fulfilling： The effect of benefit loss and inhibitory control |
| DING Fang1, ZHANG Xinyuan1, LIU Jiao1,2 |
1 Department of Psychology, School of Education, Soochow University, Suzhou 215123;
2 Hangzhou Shangsi Middle School of Zhejiang Province, Hangzhou 310008 |
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Abstract The aim of this research was to explore the development and influencing factors of primary school children’s promise fulfilling. In experiment 1, by adopting the dictator game paradigm, a total of 128 primary school children aged 7, 9 and 11 years old were recruited to investigate the influence of promise methods on primary school children’s promise fulfilling under the condition of benefit loss. In experiment 2, by adopting the stop-signal task and dictator game paradigm, a total of 144 primary school children aged 7, 9 and 11 years old were recruited to investigate the influence of promise voluntary on primary school children’s promise fulfilling under the high/low inhibitory control levels. The results were as follows： （1） 9 years old was the turning age when primary school children began to fulfill promises; （2） Primary school children were easier to fulfill promises in the situations with than without benefit loss. Written promise was better than oral promise and no promise in promoting the primary school children’s promise fulfilling. The influence of promise methods on primary school children’s promise fulfilling was different in two benefit loss situations. Specifically, primary school children who adopted oral promise and no promise were more likely to fulfill promises in the benefit loss situation, whereas the difference for primary school children’s promise fulfilling with written promise was not significant in the situations with or without benefit loss; （3） Primary school children with high inhibitory control level were more inclined to fulfill promises. Primary school children who adopted voluntary promise were more willing to fulfill promises. In conclusion, the research indicates that there is a turning age in the development of primary school children’s promise fulfilling and promise fulfilling is affected by promise characteristics, benefit loss, and inhibitory control.
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