Observational learning of prosocial behavior determined by the media and optimal learning period

本实验通过观察学习亲社会行为与模拟事件和观察者变量的关系，考察了小学生(一年级和四年级)利他反应的变化。前者包括观察材料的观点和呈现方式，后者包括对材料和年代的移情、印象和评价。观察性学习是通过图画和叙事对变态行为的象征性建模。反应测量为利他主义故事问卷前后评分的变化。主要结果如下：1.观察非利他模式强调情绪促进利他改变，而观察利他模式则强调其情绪或行为促成非利他改变。在固定视点条件下，观察非利他行为有利于利他反应，而观察利他行为对利他反应有负向影响。观察到利他主义行为并回答模型或对象感到不适的观察者表现出更大的非利他主义变化。观察到利他主义行为并对模型的行为估计较低的观察者表现出较大的非利他行为变化。印象深刻的观察者表现出了更大的利他主义变化。观察到非利他行为并对其感到悲哀的观察者表现出更大的利他行为变化。没有视觉呈现的观察性学习效果较差。一年级儿童比四年级儿童具有更强的利他倾向。一年级和四年级儿童对多种利他行为的反应倾向不一致。10.一年级儿童对非利他行为的估计比四年级儿童差。

The present experiments investigated the changes of elementaly school childrens (1st and 4th grades) altruistic responses through observational learning of prosocial behavior in relation to the modeled events and to the observer's varibles. The former included the viewpoints of observed materials and the ways of presentation, the latter included empathy for, impression on, and evaluation of tese materials and ages. Observational learning was the symbolic modeling of altristic behavior by pictures with narration. The response measure was the change of rating scores to pre-and post-questionnaires on altruistic stories.The main results were as follows:1. The observation of non-altruistic model emphasized his emotion facilitated alruistic cange, but the observation of altruistic model emphasized his emotion or behavior facillitated non-altruistic change.2. Under the condition of fixed viewpoint, the observation of non-altruistic behvior facilitated altruistic response, but the observation of altruistic behavior had negative effect.3. The observers who had observed altruistic behavior and answerd that the model or the object felt unwell showed greater non-altruistic change.4. The observers who had observed altruistic behavior and estimated model's behavior low showed greater non-altruistic change.5. The deeply impressed observers showed greater altruistic change.6. The observers who observed non-altruistic behavior and felt sorrow to it showed greater altruistic change.7. The observational learning without visual presentation was less effective.8. The 1st grade children were more altruistic than the 4th grade children.9. The response tendencies to many kinds of altruistic behaviors were not congruent between 1st grade and 4th grade children.10.The 1st grade children estimated non-altruistic behavior worse than 4th grade children.