Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable about religion or science; curiosity elicited relatively favorable moral evaluations (ds > .40). Study 2 (n = 62 7‐ to 8‐year‐olds; 48% female; 63% White) found that these evaluations generalized to behaviors, as children acted more pro‐socially and less punitively toward curious, versus not curious, individuals ( = .37). These findings (data collected 2020–2022) demonstrate children's positive moral evaluations of curiosity and contribute to debates regarding overlap between scientific and religious cognition.

中文翻译：

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儿童对宗教和科学好奇的人的道德评价和行为

尽管儿童表现出对科学的好奇心，但关于儿童如何评估他人的好奇心以及优先考虑信仰（例如宗教）与重视质疑（例如科学）的领域之间的评估是否有所不同，仍然存在疑问。在研究 1 中（n= 115 名 5 至 8 岁儿童； 49% 女性； 66% 白人），孩子们评价的演员是好奇的、无知的和不好奇的，或者对宗教或科学了解的；好奇心引发了相对有利的道德评价（ds > .40)。研究 2（n= 62 名 7 至 8 岁儿童； 48% 女性； 63% 白人）发现这些评估可以推广到行为，因为与不好奇的人相比，孩子们对好奇的人表现得更亲社会，更少惩罚（= .37）。这些发现（2020-2022 年收集的数据）证明了儿童对好奇心的积极道德评价，并引发了有关科学认知与宗教认知重叠的争论。