Mitsutomi T
Department of General Education, Kwassui Women's Junior College, Nagasaki.
Shinrigaku Kenkyu. 1994 Aug;65(3):233-9. doi: 10.4992/jjpsy.65.233.
The effects of overt self-verbalizations with different contents were examined developmentally with an experimental paradigm under which children were to resist temptation while waiting alone. Subjects, either four or six year old, were forbidden to touch attractive toys while the experimenter was out of the room, and were variously instructed to self-verbalize during the period. "Task-oriented" subjects were to verbalize what they were told not to do. "Positive temptation-oriented" subjects were instructed to talk about the attractiveness of the forbidden objects. "Distraction" subjects were to verbalize irrelevant things to the waiting task. "Negative temptation-oriented" subjects were instructed to talk about the toys' unattractive aspects. No self-verbalization instruction was given to "No verbalization" subjects. Transgression latency was used as an index of waiting behavior. The results were as follows: (1) Positive temptation-oriented did not affect the four-year olds' waiting behavior, but made waiting more difficult for the six-year olds'. (2) Task-oriented verbalization helped waiting behavior for both groups. (3) Neither distraction nor negative temptation-oriented verbalization affected waiting behavior of either group.
采用一种实验范式对不同内容的公开自我言语表达的影响进行了发展性研究，在该范式中，孩子们要在独自等待时抵制诱惑。实验对象为4岁或6岁的儿童，当实验者不在房间时，他们被禁止触摸有吸引力的玩具，并在这段时间里被给予了不同的自我言语表达指导。“以任务为导向”的实验对象要说出他们被告知不要做的事情。“以积极诱惑为导向”的实验对象被要求谈论被禁止物品的吸引力。“分散注意力”的实验对象要说出与等待任务无关的事情。“以消极诱惑为导向”的实验对象被要求谈论玩具不吸引人的方面。“无言语表达”的实验对象没有得到自我言语表达的指导。违规潜伏期被用作等待行为的指标。结果如下：(1)以积极诱惑为导向对4岁儿童的等待行为没有影响，但使6岁儿童的等待更加困难。(2)以任务为导向的言语表达对两组儿童的等待行为都有帮助。(3)分散注意力和以消极诱惑为导向的言语表达对两组儿童的等待行为都没有影响。
