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アイテム
幼児の同一・差異学習に影響する要因
http://hdl.handle.net/10105/2304
http://hdl.handle.net/10105/23046a505a66-e711-4cf5-9262-8379b16cf5c6
| 名前 / ファイル | ライセンス | アクション |
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NUE32_1_207-216.pdf (480.4 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2010-02-04 | |||||||
| タイトル | ||||||||
| タイトル | 幼児の同一・差異学習に影響する要因 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
杉村, 健
× 杉村, 健
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| 著者(ヨミ) | ||||||||
| 姓名 | スギムラ, タケシ | |||||||
| 著者別名 | ||||||||
| 姓名 | SUGIMURA, Takeshi | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | Two expenmevlts were performed to examine factors affecting identily-differeence learning in young children. Experiment I:The effect of type of tasks (horizontal vs. triailgular array) and kind of stimuli (visual vs. instance) on identity-difference learning were examined. The subjects were 320 kindergarten and nursery school children whose mean age was 6:1. They were given the learning tasks to reach a criterion of 10 successive correct responses or a maximum of 48 trials. For the mean number of trials to criterion and the proportion of the subjects who could solve the tasks, performances were better on the tasks with the instailces than those with the visual stimuli but the performances of identity-difference learning did not change by the type of tasks and/or the kind of stimuli. In the first trial tlle subjects chose the identical stimuli more frequently than the different stimuli. The proportion of the subjects who made no error after the first incorrect response was larger for the difference learning than for the identity learniilg. Experiment II: The effect of type of tasks and number of instances used in the task (two vs. four) were examined. The subjects were 320 kindergarten children whose mean age was 6:2. They were given the learning tasks to reach a criterion of 10 successive correct responses or a maximum of 48 trials. For the mean number of trials to criterion and the proportion of the subjects who could solve the tasks, performances were better on the identity learning than on the difference learning but the performances did not change by the type of tasks and/or the number of instances. In the first trial the subjects chose the identical instances more frequently than the different instances. The proportion of the subjects who made no error after the first incorrect response was larger on the four-instance task than on the two-instance task. The obtained findings in Experiment I did not support the prediction derived from the previous studies and those in Experiment II did not confirm the Sugimura and Iyoda's findings. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 32, 号 1, p. 207-216, 発行日 1983-11-25 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
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| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
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| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | Factors Affecting Identity-Difference Learning in Young Children | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
