自己モニタリングによって他者知識は活性化するのか?

Does self-monitoring invoke other-knowledge reference process?

中尾 敬

宮谷 真人

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

This study examined whether self-monitoring invokes other-knowledge reference by using task-faciliation paradigm(klein, Loftus, & Burton, 1989). Nineteen participants performed a series of tasks, which were other-reference("Does the word describe the friend?"), evaluative("Is the word socially desirable?"), self-monitoring("Does the word make you pleasant?"), and semantic("Is it difficult to define the word?"). Trials for each task were divided into four conditions by the type of the previous task. Comparisons among these condition showed that reaction times were shorter when the previous tasks and current tasks were the same than when they were different. the time required for the other-knowledge reference task was the same regardless of whether it was preceeded by the self-monitoring task of by the semantic task. considering with the results of Nakao and Miyatani(2005b), which showed the facilitation of self-knowledge referent task after self-monitoring task, our results revealed that self-monitoring is associated with characteristic traits of the self, but does not invoke ohter-knowledge reference.

self-monitoring

other-knowledge reference

task-faciliation paradime

自己モニタリング

他者知識

課題促進プログラム

自己関連付け

心理学 [ 140 ]

日本語

広島大学大学院教育学研究科

Copyright (c) 2005 by Author

[ISSN] 1346-5562

[ISSN] 1346-5562

[NCID] AA11625039

[NCID] AA11625039