幼儿攻击性行为装扮游戏矫正的多基线实验研究  被引量:16

Multiple-baseline Design on Pretend Game for the Rectification of Children's Aggressive Behavior

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作  者:李清[1] 王晓辰[1] 程利国[2] 郑日昌[3] 

机构地区:[1]华东师范大学心理学系,上海200062 [2]福建师范大学教科院心理学系,福州350007 [3]北京师范大学心理学院,北京100875

出  处:《中国心理卫生杂志》2008年第3期175-178,共4页Chinese Mental Health Journal

基  金:上海市哲学社会科学规划课题(2004BJY003);上海市教育科学研究重点项目(A0411)资助

摘  要:目的:探讨幼儿装扮游戏对幼儿攻击性行为的矫正效果。方法:采用多基线设计(A、B、C、D四阶段共20天)对三名幼儿园大班具有明显攻击行为的研究对象进行装扮游戏矫正。设计8个融合移情训练和榜样学习的装扮游戏,分别于多基线设计的B、C、D阶段干预研究对象一、二、三。结果:研究对象一在B、C、D阶段的攻击性行为次数较基线A均显著减少(5.4±1.1、3.4±1.3、1.8±0.8/9.8±2.5,F=23.97,P<0.001),研究对象二在C、D阶段的攻击性行为次数较基线A、B均显著减少(6.0±2.2、3.0±1.6/13.2±1.8、10.2±1.9,F=28.17,P<0.001),研究对象三在D阶段的攻击性行为次数较基线A、B、C均显著减少(2.8±0.8/12.4±1.5、10.0±1.2、11.0±1.6,F=52.37,P<0.001)。三个研究对象在矫正期D的攻击性行为次数没有显著差异(F=1.59,P=0.23)。结论:采用集体装扮游戏可以矫正幼儿的攻击性行为。Objective:Discussing the role of pretend game played in the rectification of children's aggressive behavior.Methods:The author made up eight pretended games including transfer training and model learning,then multiple-baseline design was adopted and three children from the kindergarten participated in the pretend game.There were totally four stages from A to D.The three children received intervention from stage B to stage D respectively.Results:The child who got intervention first at stage B had lower scores on aggressive behavior later than the baseline level of stage A(5.4±1.1,3.4±1.3,1.8±0.8/9.8±2.5,F=23.97,P〈0.001);The child received intervention at stage C got lower scores after the intervention(6.0±2.2,3.0±1.6/13.2±1.8,10.2±1.9,F=28.17,P〈0.001).The child got intervention the latest at stage D had lower score at that stage than before(2.8±0.8/12.4±1.5,10.0±1.2,11.0±1.6,F=52.37,P〈0.001).The three children had no significant difference at the final stage D(F=1.59,P=0.23).Conclusion:The group pretend game could rectify children's aggressive behaviors,reducing the impact from other factors to some extent.

关 键 词:幼儿 攻击性行为 游戏矫正 多基线设计 干预研究 

分 类 号:B844.1[哲学宗教—发展与教育心理学]

 

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