学習の動機づけ要因としての同一視: I

選択行動に及ぼすモデルの効果

抄録

The present study was designed to test Kagan's hypothesis that children's identification with a mo- Kiel who possessed intellectual characteristics world facilitate their receptivity to learning.
Forty subjects (24 boys and 16 girls) of grade 2 in an elementary school were matched individually on the basis of sex, IQ, and personality traits and assigned to two experimental groups, and twenty subjects (12 boys and 8 girls) to a control.
The experiment was composed of two sessions: 1) affiliative interactions between a child and a female model, and 2) a later test to examine the occurrence of identification.
In the interaction session, half the experimental Ss individually performed the prepared learning materials affiliatively with the model perceived to possess intellectual characteristics (affiliative group). The remaining experimental Ss performed them alone, though the model was present in the experimental situation (non-affiliative group). This session was consisted of three-20 minute interactions separated by an interval of approximately 10 days. At the end of each interaction, S's cognition of similarity between him (her) and the model was rated by the experimenter on scales during interview.
About one week after the last interaction, the test session ran as follows. First, the experimenter introduced two models to Ss, one was the familiar model in the former session and another a newly introduced, model strange to Ss, and then he instructed the task. The task, a vocabulary test of 25 words unknown to Ss, was to see whether they answered it in imitation of the model or not. On every word, the experimenter asked both models to define it and to display their prescheduled answers to Ss in turn. Immediately after their answering, Ss were asked to choose one of their answers or to write down Ss' own answers, and to check a reason of their choices or answerings on the prearranged four-choice sheet.
The results supported the hypothesis roughly. That is:
1. The effects of interactions was revealed at the end of interaction session. Ss of affiliative group showed significantly higher score in perceived similarity to the familiar model than Ss of non-affiliative group.
2. In the test, the affiliative group tended to answer in imitation of the familiar model, but nonaffiliative and control groups didn't. Control Ss rather tended to raly on the strange model and the non-affiliative Ss followed both models to the same extant.
3. Analyses of individual data of the affiliativegroup revealed that six Ss (2boys and 4 girls) werejudged that the identification with the familiar model occurred.
Finally, as for sex difference, we could not find no statistical significance. But there was a tendency that, in affiliative group, girls showed higher score in perceived similarity and more often answered in imitation of the familiar model in the test than. boys.