@article{oai:klc.repo.nii.ac.jp:00000083,
 author = {久﨑, 孝浩},
 journal = {紀要visio : research reports, Visio},
 month = {Jul},
 note = {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., 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.},
 pages = {1--15},
 title = {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},
 volume = {36},
 year = {2007}
}