THE EFFECTS OF MODIFYING COLOR-MEANING CONCEPTS ON THE RACIAL-ATTITUDES OF BLACK AND WHITE SOUTH-AFRICAN PRESCHOOL-CHILDREN
THE EFFECTS OF MODIFYING COLOR-MEANING CONCEPTS ON THE RACIAL-ATTITUDES OF BLACK AND WHITE SOUTH-AFRICAN PRESCHOOL-CHILDREN
复制标题
DOI：
10.1080/00224545.1983.9924487
复制
发表时间：
1983-01-01
影响因子：
2.1
通讯作者：
TYSON, GA
中科院分区：
文献类型：
--
作者：
ELLIOT, GA;TYSON, GA
这项研究试图在南非测试这样一个假设，即赋予颜色的情感内涵被推广到也被颜色编码的种族群体。40名黑人和40名白色学龄前儿童从城市日间托儿所被分配到实验组或控制组。实验组采用负强化行为修正程序，两次进行颜色意义测验，修正程序仅对实验组实施。学前种族态度测量（PRAM II），然后管理，以确定是否修改theS的颜色意义的概念已经推广到他们的种族概念的态度。治疗组获得了显著的效果，PRAM II的两个月随访给药显示，实验组S随时间推移维持了改良程序。
The study sought to test in South Africa the hypothesis that the affective connotations given to colors are generalized to ethnic groups which are also color-coded. Forty Black and 40 White preschool children from urban day nurseries were assigned to either an experimental or a control group. Treatment for the experimental groupSs consisted of a negative reinforcement behavior modification program.Ss were exposed to the Color-Meaning Test on two occasions during which the modification procedure was implemented only for the experimental groupSs. The Preschool Racial Attitude Measurement (PRAM II) was then administered to determine whether modification of theS's color-meaning concepts had generalized to their racial concept attitudes. Significant effects were obtained for the treatment groups and a two-month follow-up administration of the PRAM II revealed maintenance of the modification procedure over time for experimental groupSs.