| アイテムタイプ |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2010-06-09 |
| タイトル |
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タイトル |
幼児のカテゴリー化に及ぼす言語的抽象能力の効果 |
| 言語 |
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言語 |
jpn |
| 資源タイプ |
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資源タイプ |
departmental bulletin paper |
| 著者 |
杉村, 健
岩本, 純子
守屋, 環
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| 著者(ヨミ) |
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姓名 |
スギムラ, タケシ |
| 著者(ヨミ) |
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姓名 |
イワモト, ジュンコ |
| 著者(ヨミ) |
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姓名 |
モリヤ, タマキ |
| 著者別名 |
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姓名 |
SUGIMURA, Takeshi |
| 著者別名 |
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姓名 |
IWAMOTO, Junko |
| 著者別名 |
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姓名 |
MORIYA, Tamaki |
| 抄録 |
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内容記述タイプ |
Abstract |
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内容記述 |
Two experiments were performed to examine the effects of verbel abstraction ability on young children's categorization mode (Exp. I) and prototype formation (Exp. II) in a category generalization task consisting of schematic faces. The subjects were five- and six-year old children. Verbal abstraction ability were required to verbalize superordinate concept words common to two subordinate instances. On the basis of the test scores, the subjects with higher abstraction ability and those with lower abstraction ability were selected and given the categoly generalization task to assess the categorization modes or the prototype formation, Experiment I: The purpose of this experiment was to assess the categorization modes (holistic vs. analytic) in tasks with two categories of four sample exemplars in each. The faces had five dimension varying with two values in each. In the SD task, the subjects could categorize the sample exemplars based on either similarity (S) or a criterial dimension (D). In the S task, the subjects could categorize the sample exemplars based only on similarity (S). The results showed that (a) in the SD task, the subjects with higher ability used the analytic mode more frequently than those with lower ability and that (b) in the S task, there was no significant difference in the categorization modes between the two ability groups. Experiment II: The purpose of this experiment was to assess the types of prototype (modal vs. average) in three- and five-dimensional tasks with one category of four sample exemplars. The faces had three values in each dimension. After the presentation of the sample exemplars, the subjects were given a pair of modal and average prototypical exemplars and were required to judge which exemplar went together with the sample exemplars. The results showed that (a) the subjects with higher ability formed the modal prototype more frequently while those with lower ability tended to form the average prototype, and (b) that there was no significant effect of the number of dimensions on the prototype formation. |
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学
巻 36,
号 1,
p. 149-161,
発行日 1987-11-25
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| ISSN |
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収録物識別子タイプ |
ISSN |
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収録物識別子 |
05472393 |
| 書誌レコードID |
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収録物識別子タイプ |
NCID |
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収録物識別子 |
AN00181081 |
| 著者版フラグ |
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出版タイプ |
VoR |
| その他のタイトル |
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その他のタイトル |
Effects of Verbal Abstraction Ability on Young Children's Categorization |
| 出版者 |
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出版者 |
奈良教育大学 |
NUE36_1_149-161.pdf (623.2 kB)
