The Effect of Instruction on Perspective-Taking on the Perception of Others’ Behaviors and the Utterances of University Students in an Advice-Giving Scenario

シテン　シュトク　ヘ　ノ　カイニュウ　キョウジ　ガ　タシャノ　ゲンドウ　ニンチ　ト　アドバイス　サンシュツ　ニ　オヨボス　エイキョウ

マシモ, トモコ

Mashimo, Tomoko

三宮, 真智子

サンノミヤ, マチコ

Sannomiya, Machiko

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

Perspective-taking, or trying to see things from another’s perspective, plays an important role in interpersonal communication. In this study, we examined which kinds of perceptions of others’ behaviors appear and whether the types of utterances produced by university students vary depending on whether they were instructed to practice perspective-taking. The task involved a scenario in which Friend A willfully pushes her ideas onto another and must therefore be advised to consider others’ opinions. Half of the group was instructed to surmise Friend A’s thoughts, whereas the other half was instructed to assess Friend A’s speech and behavior. After these instructions, all participants were asked to write down what they would say to Friend A. We divided these utterances into four categories: “direct proposal,” “indirect proposal,” “acceptance,” and “disapproval.” A chi-squared test indicated that the participants who were instructed to surmise Friend A’s thoughts made significantly fewer “disapproval”-type utterances than did the other participants, suggesting that instruction has an effect on utterances.

三宮, 真智子