Promoting honesty in young children through observational learning
Promoting honesty in young children through observational learning
复制标题
通过观察学习促进幼儿的诚实
DOI：
10.1016/j.jecp.2017.11.003
复制
发表时间：
2018-03-01
影响因子：
2.6
通讯作者：
Lee, Kang
中科院分区：
文献类型：
--
作者：
Ma, Fengling;Heyman, Gail D.;Lee, Kang
在半个多世纪前开发的观察性学习方法表明，可以通过同伴观察来促进理想的社会行为。但是，这个想法尚未进行严格的经验测试。当前的研究试图通过检查孩子是否可以观察同伴的诚实行为来促进诚实，以填补这一空白。依赖的措施是通过偷看猜测的5岁儿童是否会承认它。研究1表明，简单地观察同学坦白的窥视并不能促进诚实。但是，观察一个同学承认要窥视并获得赞美的孩子，实验者的小奖项确实变得更加诚实。研究2通过较弱的操纵复制了效果，涉及对同伴的认可，但没有奖励，这表明仅语言反馈是一个足够的好处。这些发现指出了促进幼儿诚实的新策略，并证明了幼儿对他人社会行为的社会后果的观察可以帮助他们指导自己的行为。 （c）2017 Elsevier Inc.保留所有权利。
The observational learning approach, developed more than a half century ago, suggests that it is possible to promote desirable social behaviors through peer observation. However, this idea has yet to be put to a rigorous empirical test. The current research sought to fill this gap by examining whether honesty can be promoted in children by allowing them to observe a peer's display of honest behavior. The dependent measure was whether 5-year-old children who had cheated by peeking in a guessing game would confess to it. Study 1 showed that simply observing a classmate confess to peeking did not promote honesty. However, children who observed a classmate confess to peeking and receive praise and a small prize from an experimenter did became more honest. Study 2 replicated the effect with a weaker manipulation that involved praise for the confessing peer but no prize, which suggests that verbal feedback alone was a sufficient benefit. These findings point to new strategies for promoting honesty in young children and demonstrate that young children's observations of the social consequences of others' sociomoral behavior can help them to guide their own behavior. (C) 2017 Elsevier Inc. All rights reserved.