Role-taking Ability Research Articles

Evaluation of a Moral Education Program Teaching Role-Taking Ability to Youth at a Juvenile Training School:

Evaluation of a Moral Education Program Teaching Role-Taking Ability to Youth at a Juvenile Training School:

Relationship between children's talk to peers and their role-taking ability

Relationship between children's talk to peers and their role-taking ability

Development and Evaluation of Digital Picture Book Application “KOKORO-EHON” for Role-Taking Ability Training for Children

Development and Evaluation of Digital Picture Book Application “KOKORO-EHON” for Role-Taking Ability Training for Children

An Evaluation of Role-taking Ability Training through a Digital Picture Books for Children with Tendency toward Developmental Disabilities in Resource Room

An Evaluation of Role-taking Ability Training through a Digital Picture Books for Children with Tendency toward Developmental Disabilities in Resource Room

幼児用役割取得能力トレーニング用デジタル絵本（こころえほん）の開発と家庭におけるトレーニング実践－父親による実践のパイロットスタディ－

幼児用役割取得能力トレーニング用デジタル絵本（こころえほん）の開発と家庭におけるトレーニング実践－父親による実践のパイロットスタディ－

Assessing effectiveness of an educational program for enhancing role-taking ability and school adjustment

Assessing effectiveness of an educational program for enhancing role-taking ability and school adjustment

The Possibility of Role-taking Ability Training with a Digital Picture Book for Children with Developmental Disabilities

The Possibility of Role-taking Ability Training with a Digital Picture Book for Children with Developmental Disabilities

Assessing effectiveness of an educational program for enhancing role-taking ability and school adjustment

Assessing effectiveness of an educational program for enhancing role-taking ability and school adjustment

役割取得能力が学校適応に影響を及ぼすプロセス

役割取得能力が学校適応に影響を及ぼすプロセス

The Relationships Between Role-Taking Ability and School Liking or School Avoidance

This study examined the relationship between role-taking ability and school liking or school avoidance in late childhood. Participants were Grades 5 and 6 Japanese children ( N = 187; 107 boys and 80 girls). To assess the role-taking ability of elementary school children, the study used a hypothetical dilemma task, in which the main character encounters a dilemma in a rule or moral situation within a school context. The School Liking and Avoidance Questionnaire was used to measure children’s emotional adjustment to school. The relationship between school liking and developmental stages of role-taking ability in rule and moral situations was evaluated. Significant stage-based differences in school-liking scores were found in both rule and moral situations. In examining the relationship between school avoidance and role taking, significant developmental effects were found only with respect to role taking in rule situations.

道徳的価値観から見た高校生の環境問題に対する認識

The purpose of this study is to grasp actual conditions of high school students' understanding of environmental problems from the viewpoint of moral values by a questionnaire survey. It has already been cleared by sociological studies and social psychological studies that high morality (which has almost same meaning as moral values) are very important and useful in solving environmental problems which have become a social dilemma for many people. The targets of this study are students of Kanagawa prefectural high school. Their actual conditions were evaluated by five evaluation standards of moral values, i.e. 1 Justice Reasoning, 2 Role-taking Ability, 3 Respect for Life, 4 Normative Consciousness and 5 Moralistic Action Force. Environmental problems were classified into four categories, i.e. “Regional and Global Environment”, “Nature and Creatures”, “Resources/Energy” and“Others (Common Consideration) ”. Results were given as follows: 1 The score of“Nature and Creatures” was clearly higher than those of other categories. 2 However, as for the questions regarding tax and others which are levied forcibly, even they were belonging to“Nature and Creatures”, the score was clearly low.

幼児におけるジェスチャーの視点

幼児におけるジェスチャーの視点

Drama Education and Development of Self: Myth or Reality?

This study is an investigation into personal development and drama education where the constructs of self-concept, self-discrepancy and role-taking ability were considered in the light of an in-school role play-based drama program. The 123 subjects from 5 different classes drawn from provincial city and rural village schools with a mean age of 11.5 years were the participants in this investigation. The subjects were pre-tested using the Chandler Story Task on role-taking ability; the Self-Discrepancy Questionnaire for self-discrepancy; the Peabody Picture Vocabulary Test (Revised) for vocabulary, and the Piers-Harris Children’s Self-Concept Scales for self-concept. The subjects were then tested following the completion of a 10-week drama program. Results indicated a significant growth in role-taking ability, vocabulary and an improvement in self-concept. Further analysis revealed significant correlations between self-discrepancy, self-concept and vocabulary. Role-taking did not appear to be correlated with self-concept, self-discrepancy and vocabulary. Attention is drawn to the rural-provincial city differences with an “enriched” environment being suggested as an important determinant. The study supports the use of drama in schools as a means of personal and social development.

Participation in Household and Paid Labor: Effects on Perceptions of Role-Taking Ability

Our work contributes to research on variation in role-taking by investigating changes in perceptions of role-taking ability over time as a result of exposure to situations and activities typically associated with others; that is, we investigate how “walking in others' shoes” contributes to individuals' perceptions of role-taking ability. Using a sample of newly married couples, we examine the effects of participation in nonnormative domains on such perceptions. We suggest that the more husbands participate in household labor activities, the more they will perceive that they can role-take with their wives; the more wives participate in paid labor activities, the more they will perceive that they can role-take with their husbands. We find, however, that these effects depend on the couple's gender ideology; this point suggests that individuals must be open to the knowledge such experiences provide. We consider the implications of our findings for research on the division of family labor.

Reputational Effectiveness in Cross‐Functional Working Relationships

The work of innovation management involves cross-functional coordination among specialists and managers with different work orientations, time horizons, professional backgrounds, and values (Ford and Randolph, 1992). While strong connections across functions are critical for new product development success (Green et al., 2000), some managers may be more adept at fostering effective cross-functional relationships than others. In this article, the authors empirically examine the factors that distinguish reputationally effective innovation workers from their less effective peers. Drawing on the work of Tsui (1984, 1994), reputational effectiveness is defined as the degree to which a manager has been responsive to the needs and expectations of constituents. This research examines the relational skills and interaction patterns of more (versus less) reputationally effective managers. A large business unit of a Fortune 500 telecommunications firm provided the context for our study. Using a two-phase approach, the authors first captured the social network patterns of 268 managers from marketing, research and development (R&D), manufacturing, and other business functions that were involved in the new product development process. In addition, the reputational effectiveness of each person who was identified as a member of the network was measured. In the second phase, the authors examined the relational competencies (e.g., role-taking ability, interpersonal control, openness) of the managers who participated in Phase I of the research. As predicted, the results indicate that role-taking ability is related positively to a manager's reputational effectiveness. No support, however, was found for the relationship between interpersonal control and reputational effectiveness. Interestingly, the authors found evidence of an inverse relationship between openness and effectiveness. By sharing too much information—or alternatively information that does not relate to the task at hand—the reputational effectiveness of a manager is damaged. Importantly, the results reveal that the social network characteristics of a reputationally effective manager differ from those of less effective managers. Closeness centrality, a measure of the degree of access one has to other organizational members, was associated strongly with reputational effectiveness. The results demonstrate that managers who are successful in working across functions appreciate the cognitive and emotional perspectives of diverse constituents and develop relationship ties that provide them with ready access to others across the organization.

The Relations of Empathy and Role-Taking Ability to Guilt Feelings in Adolescence.

The Relations of Empathy and Role-Taking Ability to Guilt Feelings in Adolescence.

5歳児の罪悪感に共感性と役割取得能力が及ぼす影響について

本研究は, 5歳児の罪悪感に共感性と役割取得能力が及ぼす影響を検討した。その際, 罪悪感を感じる場面として対人場面と規則場面を設定した。幼稚園5歳児100名を対象として, 罪悪感, 共感性および役割取得能力について面接法で測定した。罪悪感については, どれくらいあやまりたい気持ちになるかを測度とした。また, 共感性はAST (Affective Situation Test), 役割取得能力はSelman課題で測定された。その結果, 共感性は対人場面での罪悪感に影響し, 役割取得能力は規則場面での罪悪感に影響することが明らかになった。したがって, 5歳児では対人場面と規則場面では罪悪感の規定因が異なることが示唆された。

The effect of role-taking ability on caregiver-resident mealtime interaction

In this qualitative study of mealtime in a nursing home, data were collected on the verbal and nonverbal interaction between certified nursing assistants (CNAs) and completely eating-dependent residents. Although some caregivers were seen to give care in a creative, empathetic manner, others were task-driven and mechanistic. The difference in caregiving was, in part, accounted for by the degree to which individual caregivers were able to engage in role taking, that is, the ability to see the world from the resident's perspective. Recommendations for enhancing role-taking ability include (a) asking caregivers to reflect on their own mealtime experiences, (b) encouraging staff to eat with residents, (c) having staff practice feeding one another, and (d) providing role modeling and supervision by professional nursing staff at mealtime.

Attribution of intent and role-taking: cognitive factors as mediators of aggression with people who have mental retardation.

An assessment task was devised to explore the attributional style and role-taking ability of 22 aggressive and 22 nonaggressive adults with moderate to mild mental retardation. Aggressive participants showed a hostile bias in their interpretation of others' intentions towards themselves within ambiguous interpersonal situations, although no difference was found across groups within clearly provocative situations. Furthermore, the role-taking ability of the aggressive participants was superior to the nonaggressive group, undermining the focus on global problems of interpersonal understanding as a causal factor of aggression for people with mental retardation.

Continuity in Emotion Knowledge from Preschool to Middle-Childhood and Relation to Emotion Socialization

This longitudinal study examined the preschool correlates of middle school children's knowledge of emotional display rules. Participants included 50 children (29 girls) who were seen at preschoolage and again 4 years later. A total of 91% of the children were Caucasian, 4.5% were Mexican American, and 4.5% were Asian American. During the preschool period, measures included children's knowledge of facial expressions, knowledge of emotion-eliciting situations, and emotional role-taking ability. In addition, the rate at which their mothers explained the causes of emotions was assessed. Four years later, the children's knowledge of emotional display rules was assessed. The display rule measures included expression regulation knowledge (i.e., whether the children altered the facial expression relative to the internal feeling without providing a motive), self-protective display rules, and prosocial display rules. Results revealed that preschoolers' situation knowledge was a negative predictor of expression regulation knowledge and that emotional role-taking was inversely related to knowledge of self-protective display rules. The results also demonstrated that the rate at which mothers' explained emotions to their children as preschoolers was positively associated with expression regulation knowledge and knowledge of prosocial display rules.