The Effects of Audience Difference on Children's Writing of Arguments about School Rules, from the Standpoint of Social Domain Theory

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  • Onoda Ryosuke
    Graduate School of Education, The University of Tokyo Japan Society for the Promotion of Science

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  • 説得対象者の差異が校則に関する児童の意見文産出に与える影響：社会的領域理論における領域調整の観点から
  • セットク タイショウシャ ノ サイ ガ コウソク ニ カンスル ジドウ ノ イケンブン サンシュツ ニ アタエル エイキョウ : シャカイテキ リョウイキ リロン ニ オケル リョウイキ チョウセイ ノ カンテン カラ

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Abstract

According to social domain theory, thinking takes place in three different domains – the moral, the societal, and the personal, or in coordination among these three domains. The present study examined (1) the effects of audience differences on children's domain coordination, and (2) the difficulties children experience in domain coordination when writing arguments about school rules. Fourth graders (N＝30) were assigned to an “old friend condition” or a “transfer student condition.” In each condition, children were asked to produce a piece of writing to persuade the target audience to abide by the school rules. The reasons children listed were then categorized according to domains of thinking. The results showed the following: (1) children generated more reasons based on the societal domain in the transfer student condition, and more reasons based on the personal domain in the old friend condition; and (2) the degree of difficulty children had in writing was positively correlated with the number of reasons they generated. These results suggest that the children recognized the need for domain coordination and could coordinate domains according to their audience.

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