Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior.
Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior.
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亲社会电视和幼儿：言语标签和角色扮演对学习和行为的影响。
DOI：
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发表时间：
1975
期刊：
影响因子：
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通讯作者：
A. H. Stein
中科院分区：
文献类型：
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作者：
L. K. Friedrich;A. H. Stein
亲社会电视与幼儿：言语标签和角色扮演对学习和行为的影响。儿童发展，1975,46,27-38。研究人员评估了亲社会电视单独以及与语言标签和角色扮演训练相结合对学习和帮助行为的影响。73名幼儿园儿童被分配到5个条件中的1个进行4次观看和训练：(a)中立电视和无关训练，(b)亲社会电视和无关训练，(c)亲社会电视和语言标签训练，(d)亲社会电视和角色扮演训练，或(e)亲社会电视和语言标签和角色扮演训练。采用了三种学习方法：一种是内容测试，用于测量对节目特定内容的知识和对其他情境主题的概括；一种是木偶测试，用于评估与节目内容相关的自发语言和幻想情境中的帮助行为；第三种是作为帮助另一个孩子的行为指标。研究结果支持儿童学习电视节目亲社会内容的预测，并将这种学习推广到其他情境。研究还发现，训练可以提高语言学习能力，并影响实际的帮助行为。语言标签对语言学习的影响最大，尤其是对女孩，而角色扮演训练在增加非语言帮助行为方面更有效，尤其是对男孩。这三种不同的学习方法，包括具体的和广义的，彼此呈正相关。这在帮助的言语和行为指标上都是成立的。
FRIEDRICH, LYNETTE K., and STEIN, ALETHA H. Prosocial Television and Young Children: The Effects of Verbal Labeling and Role Playing on Learning and Behavior. CHILD DEVELOPMENT, 1975, 46, 27-38. The effects of prosocial television alone and in combination with training-verbal labeling and role playing--on learning and helping behavior were assessed. 73 kindergarten children were assigned to 1 of 5 conditions for the 4 viewing and training sessions: (a) neutral television and irrelevant training, (b) prosocial television and irrelevant training, (c) prosocial television and verbal-labeling training, (d) prosocial television and role-playing training, or (e) prosocial television and both verbal-labeling and roleplaying training. 3 measures of learning were employed: a content test to measure knowledge of specific content of programs and generalization of themes to other situations, a puppet measure to assess both spontaneous speech related to program content and helping behavior in a fantasy context, and a third measure designed as a behavioral index of helping another child. The results provide support for the prediction that children learn the prosocial content of television programs and generalize that learning to other situations. Support is also found for the prediction that training enhances verbal learning and affects actual helping behavior. The verbal labeling had the greatest impact on the verbal measures of learning, particularly for girls, and role-playing training was more effective, particularly for boys, in increasing nonverbal helping behavior. The 3 diverse measures of learning, both specific and generalized, were positively related to one another. This was true for verbal as well as behavioral indices of helping.