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幼児の意図に基づく向社会的評価の発達 : 道具的援助場面に着目した予備的検討
http://hdl.handle.net/2261/0002002900
http://hdl.handle.net/2261/0002002900f3d4720c-05ab-4963-a04c-e3a526f3e3f1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
cedepPWP01001.pdf (1.2MB)
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| Item type | テクニカルレポート / Technical Report(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2021-12-10 | |||||||||
| タイトル | ||||||||||
| タイトル | 幼児の意図に基づく向社会的評価の発達 : 道具的援助場面に着目した予備的検討 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Development of prosocial judgments about failed helping in preschoolers : Preliminary Study Focusing on instrumental helping situations | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | prosocial behavior | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | moral judgment | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | intention | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | preschoolers | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 向社会的行動 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 道徳的判断 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 意図 | |||||||||
| キーワード | ||||||||||
| 言語 | ja | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | 未就学児 | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_8042 | |||||||||
| タイプ | working paper | |||||||||
| 著者 |
廣戸, 健悟
× 廣戸, 健悟
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| 著者所属 | ||||||||||
| 言語 | ja | |||||||||
| 著者所属 | 東京大学 | |||||||||
| 著者所属 | ||||||||||
| 言語 | en | |||||||||
| 著者所属 | Graduate School of Education, The University of Tokyo | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Previous study has often focused on the development of the “actor” and has paid less attention to the development of the “recipient”. However, examining how recipients evaluate is essential to understanding the development of prosociality. In this study, we investigated the task of using puppets to present visual stimulus to 3-year-old and 5-year-old children, and rated the skill, prosociality, selectivity and effort of each actor with different frequency of helping. The hypothesis of this study is that 5-year-olds will evaluate the actor who helped 3-time more prosocially than the actor who helped 1-time compared to 3-year-olds. The results of the analysis showed that there was no age difference in the prosociality question, and the hypothesis was not supported. In the effort question, 5-year-olds tended to choose the 3-time helper more often than the 1-time helper compared to 3-year-olds. Thus, this study demonstrated 5-year-olds attributed more times of assistance to the evaluation of others’ effort than did 3-year-olds. | |||||||||
| 言語 | en | |||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属発達保育実践政策学センター若手研究者育成プロジェクト採択者ワーキングペーパー en : The Center for Early Childhood Development, Education and Policy Research, Graduate School of Education, The University of Tokyo Project Working Papers 巻 1, p. 1-11, 発行日 2021-09-30 |
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| 出版者 | ||||||||||
| 出版者 | 東京大学大学院教育学研究科附属発達保育実践政策学センター | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | The Center for Early Childhood Development, Education and Policy Research, Graduate School of Education, The University of Tokyo | |||||||||
| 言語 | en | |||||||||
