幼児の寄付行動の獲得における学習形態と他者の存在の影響

抄録

Forty-eight kindergarten children learned to play a lever pulling game and to donate reward (candy cards) won in the game to other children by means of observation of a model, direct instruction or model-observation plus direct instruction. They were then given a donating chance under presence and absence of another person. The fewest donation to other children occurred when the children performed after the direct instruction and under the absence. But it was not clear whether presence of another person reduced situational fear or worked as an external pressure in the children at their low levels of internalization.