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Conceptual Preferences among Preschool Children as a Function of Instruction and Category Similarity
http://hdl.handle.net/10105/2542
http://hdl.handle.net/10105/2542187a5d36-d226-481d-98ea-cbf41b647fd1
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE26_1_141-147.pdf (386.9 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 | 2010-02-25 | |||||||
| タイトル | ||||||||
| タイトル | Conceptual Preferences among Preschool Children as a Function of Instruction and Category Similarity | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
SUGIMURA, Takeshi
× SUGIMURA, Takeshi
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | To assess conceptual preferences to perceptible and nominal attributes, children at 4, 5, and 6 years of age were given 8 triads of pictures of similar categories (fruits and vegetables) or those of dissimilar categories (fruits and musical instruments). They were required either to point to one of the two alternative pictures that was similar to the sample picture or to point to a picture that was in the same group as the sample according to their assigned group. Based on their choices children were classified to have perceptual, nominal, or inconsistent preferences. Although perceptual preferences were more dominant than nominal preferences amongthese ages, both preferences increased and inconsistent preferences decreased with age. When children were given the pictures of similar categories under the similar instruction, most of them showed perceptual preferences. When children were given the pictures of dissimilar categories under the same instruction, they showed nominal preferences more frequently than perceptual preferences. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 26, 号 1, p. 141-147, 発行日 1977-11-15 |
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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 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
