THE RELATIONSHIP BETWEEN THE EFFECTS OF EDUCATIONAL INTERVENTION ON THE ATTENTION RESPONSE TO REFUGE AND EMPATHIC TRAITS

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  • 教育的介入が避難所への注意反応に及ぼす影響と共感特性の関連性
  • キョウイクテキ カイニュウ ガ ヒナンジョ エ ノ チュウイ ハンノウ ニ オヨボス エイキョウ ト キョウカン トクセイ ノ カンレンセイ

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This study examined whether educational interventions that prompt individuals to imagine living in an evacuation refuge affect their attentional responses to the refuge. Specifically, this study involved two conditions : one in which participants imagined living in a refuge using a tablet, and another in which participants imagined living in a refuge while conversing with others. Before and after these interventions, participants were shown images of the refuge, and their P3a and P3b event-related potentials (ERPs) were measured. The results showed that the P3a amplitude was significantly larger “after the intervention” compared to “before the intervention.” This suggests that the intervention made the refuge images more salient stimuli for the participants, leading to a greater allocation of attentional resources. Additionally, to investigate individual differences in attentional responses to the refuge, this study examined the correlation between P3a/P3b and empathy traits. The results indicated that individuals with higher cognitive empathy exhibited larger P3a amplitudes when imagining living in a refuge while conversing with others. This implies that for individuals with high empathy, the educational intervention of imagining living in a refuge through conversation with others serves as a significant trigger for attentional focus on the refuge.

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