@article{oai:nara-edu.repo.nii.ac.jp:00013440,
 author = {平田, 卓史 and 豊田, 弘司},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学, Bulletin of Nara University of Education. Cultural and Social Science},
 month = {Dec},
 note = {The present study was carried out to examine the effects of type of presentation (massed vs. spaced) and type of character（Hiragana vs. Katakana) on intentional memory. Participants were 41 elementary school students. They were asked to remember the targets presented on each slide of power-point software controlled by PC, and then followed by the free recall tests. In each learning list, all targets were presented twice, the number of interpolated words between the first and the second presentation was fixed at five for the spaced presentation, but there were no interpolated words in the massed presentation. The result indicated that the spacing effect, namely the superiority of the spaced presentation to the massed presentation in free recall performance, were found in all the combinations of types of character in the first and the second presentation, and that the combinations of different charactor (Hiragana-Katakana, Katakana-Hiragana) in the first and the second presentation led to a better recall performance than the ones of same characters in both presentations (Hiragana-Hiragana, Katakana-Katakana). These results were interpreted as showing that the perceptual priming did not determine the spacing effects on intentional free recall in children. It is discussed that the encoding variability determines not only the spacing effects in adult participants but also those in children.},
 pages = {277--282},
 title = {児童における意図記憶に及ぼす分散効果},
 volume = {69},
 year = {2020}
}