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乳幼児期における向社会的行動と教示行動の発達に関する検討 : 自他分化という視点から
https://doi.org/10.15005/00000081
https://doi.org/10.15005/00000081d1afc4a7-19c9-4660-b37e-b5ba405c8076
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
klcVISIO036001 (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2013-01-30 | |||||||||
| タイトル | ||||||||||
| タイトル | 乳幼児期における向社会的行動と教示行動の発達に関する検討 : 自他分化という視点から | |||||||||
| タイトル | ||||||||||
| タイトル | The examination of the development of prosocial behaviors and teaching behaviors in young children : A view of self-other differentiation | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | prosocial behavior | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | teaching behavior | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | self-other differentiation | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | self-recognition | |||||||||
| キーワード | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | young children | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | prosocial behavior | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | teaching behavior | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | self-other differentiation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | self-recognition | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | young children | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
久﨑, 孝浩
× 久﨑, 孝浩
|
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| 著者別名 | ||||||||||
| 姓名 | Hisazaki, Takahiro | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This study examined how self-other differentiation affected prosocial behaviors and teaching behaviors in 1-to 2-year-old children. In a prosocial condition, children were measured to see whether they distinguish an experimenter's object from their own ones, and their behaviors were recorded when they observed the experimenter expressing sadness with losing her own object. In a teaching condition, children were measured to see whether they could insert a block through a right hole in a box, and their behaviors were observed when they saw the experimenter trying to insert a block into the box but failing. Children were also administered the mirror self-recognition task to assess their representing abilities. Children who could differentiate the experimenter's object from their own ones, regardless of their ages and self-recognition, were more likely to help the experimenter and to ask to see where her object was than those who could not. Furthermore, children who had a block-task knowledge, independently of their ages and self-recognition, were more likely to indicate which hole the experimenter's block fit than those who did not. | |||||||||
| 内容記述 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | This study examined how self-other differentiation affected prosocial behaviors and teaching behaviors in 1-to 2-year-old children. In a prosocial condition, children were measured to see whether they distinguish an experimenter's object from their own ones, and their behaviors were recorded when they observed the experimenter expressing sadness with losing her own object. In a teaching condition, children were measured to see whether they could insert a block through a right hole in a box, and their behaviors were observed when they saw the experimenter trying to insert a block into the box but failing. Children were also administered the mirror self-recognition task to assess their representing abilities. Children who could differentiate the experimenter's object from their own ones, regardless of their ages and self-recognition, were more likely to help the experimenter and to ask to see where her object was than those who could not. Furthermore, children who had a block-task knowledge, independently of their ages and self-recognition, were more likely to indicate which hole the experimenter's block fit than those who did not. | |||||||||
| 書誌情報 |
紀要visio : research reports Visio 巻 36, p. 1-15, 発行日 2007-07 |
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| 出版者 | ||||||||||
| 出版者 | 九州ルーテル学院大学 | |||||||||
| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13432133 | |||||||||
