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反復検索学習が発達症のある幼児の記憶の長期保持とメタ認知促進に及ぼす効果 ─幼児期から児童期における横断的観点を踏まえて─
https://doi.org/10.20636/00013392
https://doi.org/10.20636/00013392a3aa35aa-ad4a-4b78-8506-419675d49fa4
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE69_1_213-227 (673.8 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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| 公開日 | 2021-03-17 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 反復検索学習が発達症のある幼児の記憶の長期保持とメタ認知促進に及ぼす効果 ─幼児期から児童期における横断的観点を踏まえて─ | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Effects of repeated retrieval-based learning on long-term retention and metacognition in preschool children with developmental disorders: Based on a cross-sectional perspective from infancy to childhood | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| キーワード | ||||||||||||||
| 主題 | 反復検索学習, 発達症のある幼児, 保持, メタ認知, ETYP:教育関連論文 repeated retrieval-based learning, preschool children with developmental disorders, retention, metacognition |
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| 資源タイプ | ||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.20636/00013392 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 著者 |
堀田, 千絵
× 堀田, 千絵
× 多鹿, 秀継
× 加藤, 久恵
× 八田, 武志
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| 著者別名 | ||||||||||||||
| 姓名 | HOTTA, Chie | |||||||||||||
| 著者別名 | ||||||||||||||
| 姓名 | TAJIKA, Hidetsugu | |||||||||||||
| 著者別名 | ||||||||||||||
| 姓名 | KATO, Hisae | |||||||||||||
| 著者別名 | ||||||||||||||
| 姓名 | HATTA, Takeshi | |||||||||||||
| 抄録 | ||||||||||||||
| 内容記述タイプ | Other | |||||||||||||
| 内容記述 | Recent studies have shown the benefits for long-term retention (direct effect on repeated retrieval-based learning) and metacognition (indirect effect on repeated retrieval-based learning) from repeated retrieval during learning in several tasks from younger children to adulthood. However, to our knowledge, only five studies have examined the effectiveness of this method in younger children with developmental disorders, despite the possibility of benefits for these children. Therefore, this study reviewed the effectiveness of repeated retrieval-based learning and extended this to preschool children with developmental disorders, in reference to the five studies for preschool children, two studies for undergraduate students with developmental disorders, and three studies based on individual differences (intelligence, language abilities, and working memory,) among learners. Generally, the task of repeated retrieval-based learning comprises three procedures. First, the children studied several tasks (a word, an adjectival phrase, and locations of living ware). Then, in the repeated retrieval situation, the children were asked to repeatedly retrieve some content of the tasks, whereas in the repeated study (encoding) situation, they were asked to repeatedly listen to or read content related to the tasks. Finally, the children were tested immediately and then after a retention interval (three hours, one day, two days, one week, etc.). Consequently, the results of most studies showed that preschool children with developmental disorders in the repeated retrieval situation retained verbal and nonverbal memories longer than those in the repeated study situation. More importantly, repeated retrieval-based learning enhanced the development involved in metacognition (generalization and source memory). Considering these results, we discussed factors that enhanced the direct and indirect effects of repeated retrieval-based learning for preschool children with developmental disorders in terms of future directions. | |||||||||||||
| 書誌情報 |
ja : 奈良教育大学紀要. 人文・社会科学 en : Bulletin of Nara University of Education. Cultural and Social Science 巻 69, 号 1, p. 213-227, 発行日 2020-12-25 |
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| ISSN | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 05472393 | |||||||||||||
| 書誌レコードID | ||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AN00181081 | |||||||||||||
| 著者版フラグ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 奈良教育大学 | |||||||||||||
