Takaku S
Claremont Graduate University, California, USA.
J Soc Psychol. 2001 Aug;141(4):494-508. doi: 10.1080/00224540109600567.
The author investigated (a) the effects of a victim's perspective taking and a transgressor's apology on interpersonal forgiveness and (b) forgiveness as a mode of dissonance reduction. Before the participants read a scenario describing a situation in which they imagined being mistreated by a classmate, the author randomly assigned them to 1 of 4 perspective-taking conditions: (a) recalling times when they had mistreated or hurt others (i.e., the recall-self-as-transgressor condition); (b) imagining how they would think, feel, and behave if they were the classmate (i.e., the imagine-self condition); (c) imagining how the classmate would think, feel, and behave (i.e., the imagine-other condition); or (d) imagining the situation from their own (i.e., the victim's/control) perspective. After reading the scenario, the participants read an apology from the classmate. The participants in the recall-self-as-transgressor condition were significantly more likely than those in the control condition to (a) make benevolent attributions, (b) experience benevolent emotional reactions, and (c) forgive the transgressor. The relationship between the perspective-taking manipulation and forgiveness was mediated by the benevolent attributions and positive emotional reactions experienced by the victims.
（a）受害者的换位思考和冒犯者的道歉对人际宽恕的影响；（b）宽恕作为一种减少认知失调的方式。在参与者阅读一个描述他们想象自己被同学虐待的情景之前，作者将他们随机分配到四种换位思考条件中的一种：（a）回忆他们曾经虐待或伤害他人的时刻（即回忆自我作为冒犯者的条件）；（b）想象如果他们是同学会如何思考、感受和行动（即想象自我条件）；（c）想象同学会如何思考、感受和行动（即想象他人条件）；或（d）从他们自己（即受害者/对照）的角度想象情景。阅读情景后，参与者阅读了同学的道歉。回忆自我作为冒犯者条件下的参与者比对照条件下的参与者更有可能：（a）做出善意归因；（b）体验善意的情绪反应；（c）原谅冒犯者。受害者所经历的善意归因和积极情绪反应介导了换位思考操作与宽恕之间的关系。
