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

媒体决定的亲社会行为的观察学习和最佳学习周期

基本信息

批准号：
60510072
负责人：
YOSHIMI Yoshihiro
金额：
$ 0.9万
依托单位：
Aoyama Gakuin University
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1985
资助国家：
日本
起止时间：
1985 至 1986
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-60510072/
关键词：
observational learning prosocial behavior altruistic response viewpoint emphasy 年令差

项目摘要

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.

本实验通过观察学习亲社会行为，考察了小学一、四年级儿童利他反应与模型事件和观察者变量的关系。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龄的移情、印象和评价。观察性学习是通过图片和叙述对利他行为的象征性建模。研究结果如下：1.研究对象对利他故事的评价得分在问卷调查前后的变化。非利他模式的观察强调他的情绪促进利他变化，而利他模式的观察强调他的情绪或行为促进非利他变化.在固定视角条件下，非利他行为的观察促进了被试的利他反应，而利他行为的观察则产生了负效应.观察到利他行为并回答模型或物体感到不适的观察者表现出更大的非利他变化。4.观察到利他行为且对模型行为估计较低的观察者表现出较大的非利他变化.印象深刻的观察者表现出更大的利他变化。观察到非利他行为并对其感到悲伤的观察者表现出更大的利他变化。没有视觉呈现的观察学习效果较差.一年级儿童比四年级儿童更具有利他性.一年级和四年级儿童对多种利他行为的反应倾向并不一致。10.一年级儿童对非利他行为的估计差于四年级儿童。