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Effects of Conceptual Ability and Frequency of Instances on Learning the Conceptual Sorting Task in Kindergarten Children
http://hdl.handle.net/10105/2566
http://hdl.handle.net/10105/2566eefbe5ac-feb7-4cf5-8ef7-7981cf0b0e5d
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE25_129-135.pdf (373.7 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 | Effects of Conceptual Ability and Frequency of Instances on Learning the Conceptual Sorting Task in Kindergarten Children | |||||||
| 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 | Kindergarten children were given a conceptual ability test which required them to verbalize the concept names common to the two instances, and then the Ss with high-and low-conceptual ability were given the conceptual sorting task consisting of the instances of high or low frequency. The results showed that the. sorting task was learned faster when the Ss with high ability were given the task with high-frequency instances than when the Ss with low ability learned the task with low-frequency instances. The findings were interpreted to show that the concept utilization in learning the sorting task is interactively influenced both by S's conceptual ability relevant to the task and the frequency of instances used in the task. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 25, 号 1, p. 129-135, 発行日 1976-12-25 |
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| 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 | |||||||
