What is the relationship between explicit synchronised movement and pro-social behaviour in primary school children?

小学生的外显同步运动与亲社会行为之间有何关系？

• 批准号: 2461452
• 金额: --
• 依托单位: Birkbeck, University of London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2461452
• 关键词: What; relationship; between; explicit; synchronised

The proposed project will investigate the effect of interpersonal synchrony (i.e., movement matched in time between individuals, such in a dance or athletic setting) on the development of prosocial behaviour, with an eventual aim of developing of an educational intervention to help children with poor social integration skills. Robust research has shown that correlated rhythmic movements increase a sense of affiliation between young children, and my recent MSc work shows that visually-induced synchrony can promote not just prosocial feelings but also an enhanced sense of similarity for a 'virtual' child. This work has clear implications for educational settings, which relies on group-work within learning environments. Specifically, this project will study how different interpersonal synchrony experimental conditions (e.g.,auditory, visual, virtual reality and real person experience) can induce and enhance children's social perception of others within a peer group. I will focus on two age groups of children, across the typical spectrum of social intelligence: 1) 3- to 5- years of age (the beginning of formal education), and 2) 9- to11-years of age (the end of primary school, beginning of adolescence). I will study children within a school setting, in peer-dyads, and in the lab (in our own purpose built virtual reality system). Outcome variables of levels of trust, self-reported similarity and pro-social behaviours will be measured. The project will be a combination of cross-sectional and longitudinal work, with a cohort tested in year 1 of my PhD followed up through the next 2 years, in order to assess the usefulness of consistent synchrony work. The eventual aim is to translate this research into something that can be used by teachers to support social understanding across a spectrum of social deficits. This project is relevant to the ESRC remit of developmental and educational neuroscience, specifically is aimed at educational impact.

拟议的项目将调查人际同步性(即个人之间在时间上匹配的运动，如在舞蹈或运动环境中)对亲社会行为发展的影响，最终目的是制定一种教育干预措施，帮助社会融入技能较差的儿童。强有力的研究表明，相关的有节奏的动作会增加幼儿之间的归属感，我最近的理科硕士研究表明，视觉诱导的同步性不仅能促进亲社会的感觉，还能增强“虚拟”儿童的相似感。这项工作对教育环境有明显的影响，教育环境依赖于学习环境中的小组工作。具体地说，这个项目将研究不同的人际同步性实验条件(例如，听觉、视觉、虚拟现实和真人体验)如何诱导和增强儿童对同龄人中其他人的社会知觉。我将重点关注两个年龄段的儿童，涉及典型的社会智力：1)3-5岁(正式教育的开始)，2)9-11岁(小学结束，青春期开始)。我将在学校、同龄人和实验室(在我们自己专门建造的虚拟现实系统中)研究儿童。将衡量信任程度、自我报告的相似性和亲社会行为的结果变量。该项目将是横向和纵向工作的组合，在我博士学位第一年测试的队列在接下来的两年中进行跟踪，以评估持续同步工作的有用性。最终目的是将这项研究转化为教师可以使用的东西，以支持跨越一系列社会缺陷的社会理解。这个项目与ESRC发展和教育神经科学的职权范围有关，特别是针对教育影响。