PRESCHOOLERS RESPONSES TO PEERS DISTRESS AND BELIEFS ABOUT BYSTANDER INTERVENTION
PRESCHOOLERS RESPONSES TO PEERS DISTRESS AND BELIEFS ABOUT BYSTANDER INTERVENTION
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DOI：
10.1111/j.1469-7610.1989.tb00237.x
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发表时间：
1989-03-01
影响因子：
7.6
通讯作者：
HAY, DF
中科院分区：
文献类型：
--
作者：
CAPLAN, MZ;HAY, DF
研究人员在教室里记录了27名3到5岁的孩子对同伴的痛苦的自发反应。我们还进行了个别访谈，以评估儿童对管理旁观者干预的社会规范的理解。研究结果表明，这些孩子经常关注陷入困境的同伴，许多孩子有能力积极干预。然而，总的来说，观察到的亲社会反应率很低。采访显示，孩子们对如何帮助一个痛苦的同伴有系统的信念，但不相信当有能力的成年照顾者在场时他们应该帮助。
The spontaneous responses of 27 3- to 5-yr-olds to the distress of their peers were recorded in the classroom. Individual interviews were also conducted to assess the children''s understanding of social norms governing bystander intervention. Findings indicated that the children often paid attention to distressed peers, and many were capable of active intervention. Overall, however, a low rate of prosocial responding was observed. The interviews revealed that the children held systematic beliefs about how to aid a distressed companion, but did not believe they were supposed to help when competent adult caregivers were present.