新奇語の解釈に及ぼす教授事例と教授回数の効果

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The purpose of this experiment was to examine the effects of type of instruction instances and number of instruction trials on the interpretation of novel words in kindergarten children and college students, who were assumed to differ in exsinting knowledge of conceptual hierarchies. The subjects were taught the novel word one and four times to one of three types of pairs under the inclusion startegy which stressed hierarchical relations of instances and then tested whether the subjects interpreted the novel word as the subordinate, the basic, the intermediate, or the superordinate levels of categories. For the living-thing set the basic pair was the drawings of dogi and dog1, the intermediate pair was those of dog1 and a cat, and the superordinate pair was those of dog1 and a dragonfly. The novel word to be given to these pairs was torubi. The test instances were dog1 (subordinate), dog3 and dog4 (basic), a horse and a deer (intermediate), and a sparrow and a goldfish (superordinate). For the food set the instruction instances were three pairs of apple1 and apple2, apple1 and an orange, and apple1 and a rice ball. The novel word was buruna. The test instances were apple1, apple3, apple4, a banana, a radish, and a cake. Each pair was presented with a puppet and the subjects were taught "These two are a kind of torubi (buruna) in the puppet country." Then seven test instances were presented and the subject were asked to select the instances which they thought fit to torubi {buruna). After the subjects were taught the novel word three more times, they were tested again. Based on the selection in the test, the subjects were classified into four categories. (a) For children the number of basic subjects was most often on the basic pair and the number of superordinate subjects was most often on the superordinate pair, which seggested that children's hierarchical knowledge was activated by the inclusion instruction given to each pair. With increasing the instruction trials the number of subordinate subjects decreased while the number of superordinate subjects increased, which showed that the number of instruction trials was an important factor in the acquisition of categorical hierarchies. (b) For adults the number of basic subjects was most often on the three pairs and the number of superordinate subjects was least often on the three pairs. No significant changes were found with increasing the instruction trials. These unexpected findings may be due to adults' recognition on "the restricted same group of things."
奈良教育大学の論文

新奇語の解釈に及ぼす教授事例と教授回数の効果

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