幼児の貸し借り行動の学習におけるモデル観察の効果
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概要
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The purpose of the present study was to investigate the effects of observational learning in shaping of lending-borrowing behavior accompanying with certain specific verbal expressions. The hypotheses tested are as follows. I-a)The children who observed the new lending-borrowing behavior displayed by the models, will be likely to acquire it and perform it in a similar situation to the modeling one. I-b)Lending-borrowing behavior of the models will serve as discriminative stimuli for the observers in facilitating the occurrence of previously learned responses. 2-a)Verbal suggestions by the experimenter will also serve as discriminative stimuli for the subjects in facilitating the occurrence of the previously learned responses which do not completely match for models' behavior. 2-b)The children exposed to the models will form more lending-borrowing behavior than those given suggestions by the experimenter. 3)The children in the models rewarded condition will perform more lending-borrowing behavior than those in no consequences condition. 4)The acquired or facilitated lending-borrowing behavior during the period of the exposure to the models may be generalized to other situations which are not exactly same as modeling situation. The subjects were 62 children in a kindergarden. They were composed of 31 pairs. A preliminary test conducted to know the level of the subjects' lending-borrowing behavior, and to see if the models' responses were novel to the subjects. Each of a pair of the subjects was given a task putting in color to an outline picture of fruits and an example with six colors, then was instructed to color it in accordance with the example. Three of the six color crayons required to use were given to one of the pair and the remainder were given to the other. They had other three crayons not required to use. And 24 pairs of the subjects selected on the basis of the results of the preliminary test were divided into three experimental groups of six pairs each and a control group of six pairs. One of the groups were exposed to the rewarded models, and the other to non-rewarded models. Filmed models and lending-borrowing behavior in a situation to color the outline pictures of fruits. The third experimental group was given suggestions from a experimenter. After the observation of the mobels or the suggestions by the experimenter, each pair was required to complete the line drawing for coloring of morning grolies. Then situation was the same as one in the preliminary test. Then in order to examine the generalizability of the modeling effects, they were given another task to arrange a color board consisting of nine pieces of different colors. The behavior displayed by each subject was categorized in certain specific levels of lending-borrowing with reference to the models behavior. The analysis of data; 1.Hypothesis 1-a and 1-b were substantiated by the date using U test. By observing filmed models, new responses were acquired and the occurrence of previously learned responses were facilitated. 2.Hypothesis 2-a was supported. But 2-b was not supported. Occurrence of lending-borrowing behavior may be facilitated by both observation of the models and the suggestions. 3.Hypothesis 3 was not supported by the date using U test. One interpretation is that reinforcement to the models did not have any effects for the observer to learn lending-borrowing behavior. Nevertheless, it would be dangerous to conclude it with reference to only a statistical result. It would be necessary to reexamine the method of the experiment for making clear the crucial point. 4.Hypothesis 4 was substantitated. It may suggest that the responses learned by observing the models have a tendency to be generalized in other situations.
- 日本教育心理学会の論文
- 1975-09-30