京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第22680号 / 文博第843号 / 新制||文||694(附属図書館) / 京都大学大学院文学研究科行動文化学専攻 / (主査)准教授 黒島 妃香, 教授 Anderson James Russell, 教授 平田 聡 / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / The COVID-19 pandemic presents threats, such as severe disease and economic hardship, to people of different ages. These threats can also be experienced asymmetrically across age groups, which could lead to generational differences in behavioral responses to reduce the spread of the disease. We report a survey conducted across 56 societies (N = 58,641), and tested pre-registered hypotheses about how age relates to (a) perceived personal costs during the pandemic, (b) prosocial COVID-19 responses (e.g., social distancing), and (c) support for behavioral regulations (e.g., mandatory quarantine, vaccination). We further tested whether the relation between age and prosocial COVID-19 responses can be explained by perceived personal costs during the pandemic. Overall, we found that older people perceived more costs of contracting the virus, but less costs in daily life due to the pandemic. However, age displayed no clear, robust associations with prosocial COVID-19 responses and support for behavioral regulations. We discuss the implications of this work for understanding the potential intergenerational conflicts of interest that could occur during the COVID-19 pandemic. / New York University Abu Dhabi

This study examined how nonprofits can use video narratives to elicit young individuals' emotions and persuade them to support a cause; in particular this study analyzed variables of elicited moral anger, sense of self-efficacy, empathic connection, and prosocial persuasion. Undergraduate participants (n = 160) viewed a two-minute PSA depicting scenes of domestic violence escalation in a young married couple's apartment. Participants completed scale responses that demonstrated a positive correlation between message-induced state empathy and moral anger as well as a positive relationship between state empathy and activist tendencies. As in other studies framed by the anger activism model (AAM), high levels of anger and perceived self-efficacy predicted greater willingness to engage in prosocial support of a nonprofit cause, but only on two of three measures. The practical importance of understanding moral anger and how its induction applies to seeking help for distressed populations can apply in many messaging constructs, particularly when an organization seeks to remedy an injustice. Traditionally nonprofit organizations have used anger appeals to alert inactive publics to threats to universal moral ideals, but this practice also can also be effective in socially conscious companies' persuasion efforts.

Childhood callous-unemotional traits (CU), defined as a lack of guilt, empathy, and affect, are important in understanding conduct problems and other maladaptive behaviors. Early CU, in particular, has received recent attention, though current conceptualizations often extrapolate from the adult literature and lack a more nuanced developmental perspective. CU, however, may manifest differently earlier in development. The aims of this project were to further our current understanding of the early CU construct by investigating; 1) long-term stability and its underlying genetic and environmental etiology from early childhood to adolescence; 2) structural, developmental, and etiological similarities and distinctions between CU and prosociality; and 3) the extent to which early CU and prosociality differentially predict adolescent outcomes. I hypothesized modest stability and predictive validity of early CU into adolescence, and expected early CU and prosociality to be separate but related constructs. Two longitudinal twin samples were used to address these aims (Sample 1: Ages 2 and 3 years [N=314 twin pairs], followed-up in adolescence M=14.5 years [N=128 twin pairs]; Sample 2: Ages 3, 4, and 5 years [N=310 twin pairs]). Study hypotheses were largely supported. In Study 1 (Sample 1), parent-reported CU was modestly stable, and common genetic factors contributed to this stability. However, most of the genetic and environmental variance was unique to adolescent CU. In Study 2 (Sample 2), confirmatory factor analysis, longitudinal growth modeling, and twin analyses supported early CU and prosociality as distinct but related constructs at the structural, developmental, and etiological level, respectively. Study 3 (Sample 1) further supported distinctions between early CU and low prosociality by demonstrating that both independently predicted adolescent externalizing behavioral outcomes. These studies highlight the long-term developmental significance of early CU, in both its stability and predictive validity into adolescence. Furthermore, this work demonstrates the relevance of prosociality to our understanding of early CU, highlighting the utility of integrating childhood CU research with work on normative prosocial development. That being said, CU and prosociality are not simply flip sides of the same coin in early childhood, and should be viewed as distinct constructs that independently explain maladaptive behavior.

Much research has shown that women are more empathic than men. Yet, women and men are equally forgiving. However, it is not clear whether empathy is more important to forgiveness for men or for women. The purpose of the present study was to examine gender differences in levels of empathy and forgiveness and the extent to which the association of empathy and forgiveness differed by gender. Participants were 127 community residents who completed self-report measures of empathy and forgiveness. The present results showed that women were more empathic than men, but no gender difference for forgiveness was apparent. However, the association between empathy and forgiveness did differ by gender. Empathy was associated with forgiveness in men—but not in women.

The purpose of this study was to decrease school bullying by implementing a class-wide intervention that targets bystanders. Hypotheses include that an intervention will increase prosocial bystander behaviors that will result in reduced rates of bullying and improved positive peer responses. Ross and Horner’s Positive Behavior Supports bullying prevention program was modified to increase incentives for students who defend others from bullying. A multiple baseline design across three general education classrooms was used to examine the effectiveness of the intervention in an elementary school in northwestern Utah. Pre- and posttests were administered to assess participant roles and student intervention acceptability. The findings of the study suggested that bullying behavior decreased and defending increased. Further, acceptability of the intervention and the skills taught to children were rated as moderately high across all classrooms. Even though bullying incidences decreased substantially, bullying behaviors were not eradicated completely in the three classrooms. To decrease rates of bullying further, secondary and tertiary interventions along with continued functional assessment on why bullying occurs are needed. Further, to help increase the practicality of teaching peers the critical skills of defending victims, research on how to increase students’ ability and motivation to intervene is essential.

The purpose of this research was to investigate the effects of prosocial videogames, played both singly and cooperatively, and aggressive videogames, played both singly and competitively, on children's prosocial behavior. Eighty boys and 80 girls, half third and fourth graders, and half seventh and eighth graders, were randomly assigned to one of five conditions. In a control condition, children answered questions about videogame experience and enjoyment. In two of the treatment conditions, children played a videogame with prosocial content (a human-like fantasy character rescuing another from danger); half of the children played this game singly, while the other half played cooperatively. In the other two conditions, children played an aggressive videogame (stylized boxing), with half of the children playing singly and the other half competing. Following exposure to one of these conditions, each child's game score, game enjoyment rating, level of donating, and level of helping were measured. The results of a three-way analysis of variance (sex x grade x treatment) on donating yielded significant effects for age, F(1, 140) = 34.12, p = Although prosocial videogame play did not increase prosocial responding, aggressive videogame play clearly suppressed this behavior. The failure of the prosocial condition to accelerate donating and helping might be due to the relatively brief exposure used in this study (10 minutes) and/or to the particular prosocial videogame utilized. The failure of the cooperative and competitive game modes to affect prosocial behavior may have been due to the age of the children or to the possibly aversive effects of the type of cooperation required.

The effects that each sibling's relative cognitive and physical abilities may have on the quality of sibling interaction are not clearly understood in either nonhandicapped or handicapped sibling dyads. A measure of sibling authority based on behavioral observations of sibling interaction was developed that represents how sibling abilities are translated into sibling power within handicapped and nonhandicapped sibling dyads. This measure of sibling authority was related to the occurrence of prosocial and aggressive behaviors in sibling dyads with and without a child with handicaps. Ninety-three sibling dyads participated. Included were 34 nonhandicapped sibling dyads, 12 sibling dyads in which the older sibling had a handicapping condition, and 47 sibling dyads in which the younger sibling had a handicapping condition. The handicapping conditions were Down Syndrome, mental retardation, or severe hearing impairment. Results indicate that although the older sibling had greater authority overall, younger siblings had greater authority in over half of all sibling dyads. Sibling authority was not found to be dependent specifically on the presence of the handicapping conditions represented in this study nor upon the gender composition of the sibling dyads. Small differences in authority scores between siblings were associated with a greater frequency of prosocial behavior in both siblings. However, there were no significant differences between groups or siblings on the occurrence of either prosocial or aggressive behaviors. Both siblings contributed equally to the positive or negative nature of their interaction regardless of handicapping condition.

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