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アイテム
偶発学習に及ぼす符号化困難性効果
http://hdl.handle.net/10105/456
http://hdl.handle.net/10105/456fdaadb9e-a7dd-4054-939d-9011b8581c2d
| 名前 / ファイル | ライセンス | アクション |
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20070205-1.pdf (701.6 kB)
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| アイテムタイプ | 学術雑誌論文 / Journal Article(1) | |||||||
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| 公開日 | 2010-06-17 | |||||||
| タイトル | ||||||||
| タイトル | 偶発学習に及ぼす符号化困難性効果 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題 | encoding difficulty effect, incidentei free recall, organization, elaboration | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | journal article | |||||||
| 著者 |
豊田, 弘司
× 豊田, 弘司
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| 著者(ヨミ) | ||||||||
| 姓名 | トヨタ, ヒロシ | |||||||
| 著者別名 | ||||||||
| 姓名 | TOYOTA, Hiroshi | |||||||
| 抄録 | ||||||||
| 内容記述 | Two experiments were carried out to investigate the validity of hypotheses regarding the encoding difficulty effects on a free recall. Subjects were required to judge which of two targets held a stronger associative relationship with a paired presented word followed by recognition and free reca ll tests. Two types of paired targets were used in Experiment 1 : AA paired targets (associate and associate) and AN paired targets (associate and non-associate). Positive correlation was observed between a free recall and the mean clustering size. However, neither positive nor negative correlation was observed between a free recall and a false recognition as an index of elaboration. Three types of paired targets were used in Experiment 2 : AA, AN and NN paired targets (non-associate and non-associate). AA paired targets were more recalled than AN and NN ones. Mean clustering size was highest in AA paired targets followed by AN and NN ones. These results were interpreted as showing that the organization hypothesis was adequate in explaining the encoding difficulty effects on an incidental free recall. | |||||||
| 書誌情報 |
教育心理学研究 巻 45, 号 1, p. 105-114, 発行日 1997 |
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| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00345837 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | ENCODING DIFFICULTY EFFECTS ON INCIDENTAL LEARNING | |||||||
| 出版者 | ||||||||
| 出版者 | 日本教育心理学会 | |||||||
