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幼児における過剰訓練逆転効果と課題の困難度
http://hdl.handle.net/10105/2889
http://hdl.handle.net/10105/288950905e23-c433-45d2-96de-25d7a41d9980
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE20_169-177.pdf (528.5 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 | 2010-05-20 | |||||||
| タイトル | ||||||||
| タイトル | 幼児における過剰訓練逆転効果と課題の困難度 | |||||||
| 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 | The purpose of the present experiment was to test a hypothesis that overtraining reversal effect (ORE) is positively related to number of stimulus dimensions and discriminability of stimulus pairs. This hypothesis was deduced from attention theories in animal discrimination learning (Mackintosh, 1965, 1969). A 2×2×2 factorial design was used, which incorporated degree of original training (criterion and overtraining), number of stimulus dimensions(1 and 2), and discriminability of stimulus pairs (easy and difficult). The Ss were 144 kindergarten children with a mean age of 5 years and 7 months. One-dimensional problem consisted of 2-red squares with different size, and 2-dimensional problem consisted of 2 squares with different size and color (red and yellow). Discriminability of stimulus pairs was defined in terms of the area-ratio of the squares: 1 : 1.44 in the difficult problem and 1 : 1.96 in the easy problem. Half the Ss were trained the respective problem to a criterion of 10 successive correct responses and the rest were given additional 50 overtraining trials after reaching the criterion. Immediately after completing the original discrimination, they were given a reversal discrimination to reach 10 successive correct responses or 120 trials. The relevant dimension was size for all problems. Subject's responses were to point at one of the 2 stimuli on each card, and only the positive responses were reinforced by E's saying "Hit". Table 1 shows the results on the original learning and Table 2 on the reversal learning. Analysis of variance on the former indicated that neither the main effects nor the interactions were statistically significant (F < 1). On the reversal data F-values for the main effect of training and the interaction of training by discriminability were 3.45 (df= 1 and 136, P<.10) and 2.97 (df= 1 and 136, P<.l0), respectively. Although these values fell short of a standard level of significance, Table 2 suggests that there was no ORE under the difficult problem but ORE tended to occur under the easy problem. This tendency is contrary to the present hypothesis. The result that there was no relationship between number of stimulus dimension and degree of ORE is contrar}7 to previous results with kindergarten children (Eimas, 1966; Sugimura, 1970) and the present hypothesis. The discrepancy may be due to the fact that in the present experiment only the size dimension was relevant but in the previous studies size, color, and form were used as relevant dimensions. The results that no difference was found in the original learning and there was no effectof numberof dimension may be explained by supposing that the size dimension was more dominant than the other dimensions. It was suggested that the task difficulty in Mackintosh's term (1969) is vague in the operational definition and the effect of discriminability on animal discrimination learning is different from that on children's learning. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 20, 号 1, p. 169-177, 発行日 1971-10-30 |
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| ISSN | ||||||||
| 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 | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | THE OVERTRAINING REVERSAL EFFECT AND TASK DIFFICULTY IN KINDERGARTEN CHILDREN | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
