モデルへの依存性と養育態度の認知が幼児の模倣行動におよぼす影響

後浜 恭子

doi:10.4992/jjpsy.49.241

THE EFFECT OF NURSERY SCHOOL CHILDREN'S RELIANCE ON A MODEL AND OF THEIR COGNITION OF THE MODEL'S NURSING ATTITUDE UPON THEIR IMITATIVE BEHAVIOR

KYOKO ATOHAMA

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JOURNAL FREE ACCESS

1978 Volume 49 Issue 5 Pages 241-248

DOI https://doi.org/10.4992/jjpsy.49.241

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Published: January 20, 1979 Received: August 01, 1977 Available on J-STAGE: July 16, 2010 Accepted: - Advance online publication: - Revised: -
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Date of correction: July 16, 2010 Reason for correction: - Correction: ABSTRACT Details: Wrong : One of the recent studies on imitation (Matsuda, 1973) which employed 5-year old children and their mothers as observers and models shed light on the importance of the children's cognition of their mothers as a determinant of imitation. Children who perceived their mothers as accepting were more likely to display greater imitative responses. Cognition of the mother, however, seems to be dependent upon the needs of the child. For instance, children relying more heavily on their mothers tend to feel their mother's rejections more seriously than children relatively independent from their mothers. The present study employed nursery school children and their nurses as observers and models, and intended to demonstrate the inter dependency of the observer's cognition upon the observer's reliance on the model in producing imitative behavior.
Forty-eight nursery school children, age 5:02 to 6:01, were divided into four experimental groups by being dichotomized according to their scores on each of two separate tests. The first test was to assess their reliance on the nurse in their class and the second test their cognition of her nursing attitude. These groups (HR-HA, HR-LA, LR-HA and LR-LA) and a control group of additional 32 children of the same age were twice given a stimulus choice task. The task was to choose one alternative from each of ten paired pictures arranged in a series and to organize the picture into a story. Before the second trial the model's performance on the same task was presented to each subject in the experimental groups by the use of VTR play-back equipment. The child-nurse of each subject's class served as the model and she was shown as choosing of the stimulus not chosen by the subject on the first trial. The number of shifts in the stimulus choice on the second trial was the measure of imitation (imitative responses). After the second trial all the experimental subjects were consciously made to recognize the stimulus choices displayed by their models.
Presentation of the model's performance induced imitative behavior. All the experimental groups except LR-LA made significantly greater imitative responses than the control group (ps<.01). The four experimental groups were equal in their ability to recognize their model's picture choices, indicating that these groups were comparable to each other in their motivation to do the task and in memory capacity. The imitative behavior itself proved to depend on both reliance on the child-nurse and satisfaction with her nursing attitude. A 2×2 analysis of variance of the imitative responses made by the four experimentl agroups revealed that both of the main effects and their interaction were significant (ps<.05). Pairwise comparisons indicate that HR-HA group made significantly greater imitative responses than the other experimental groups (ps<.05). Cognition of the model does not seem to be a sole determinant of imitation. The significant interaction between the observer's reliance and cognition seems to imply that the observer's cognition of the model affects imitative behavior in so far as the observer has a strong tendency to rely upon the model.
Right : Subjects consisted of 48 5-year old children, classified into four experimental groups, namely HR-HA, HR-LA, LR-HA and LR-LA. A control group consisted of 32 the same age. In each group, each child was asked twice to choose one alternative out of ten paired-pictures and then to arrange the pictures into a story. After the first trial subject's child-nurse served as a model and displayed a series of choices opposite to those made by the subject. Shifts of choice made by the child on the second trial were recorded as a measure of imitation. All the experimental groups except the LR-LA made significantly more shifts than the control group. The HR-HA group subjects, who were highly reliant on their models and had a highly satisfactory relationship with their nurses, showed significantly more shifts than the other experimental groups. The results were discussed as supporting the hypothesis that, depending on the children's reliance on the model itself, the children's cognition of the model affects imitative behavior.

Abstract

Subjects consisted of 48 5-year old children, classified into four experimental groups, namely HR-HA, HR-LA, LR-HA and LR-LA. A control group consisted of 32 the same age. In each group, each child was asked twice to choose one alternative out of ten paired-pictures and then to arrange the pictures into a story. After the first trial subject's child-nurse served as a model and displayed a series of choices opposite to those made by the subject. Shifts of choice made by the child on the second trial were recorded as a measure of imitation. All the experimental groups except the LR-LA made significantly more shifts than the control group. The HR-HA group subjects, who were highly reliant on their models and had a highly satisfactory relationship with their nurses, showed significantly more shifts than the other experimental groups. The results were discussed as supporting the hypothesis that, depending on the children's reliance on the model itself, the children's cognition of the model affects imitative behavior.

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