子どもの帰納的推論に及ぼす前提事例の典型性と結論事例の水準の効果

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Inferences are assumed as processes which one draws some conclusions from the given premises. The inferences which have category terms in the premise and the conclusion statements are called category-based inferences. The inferences that the category levels in the conclusion are the same as or higher than those in the premise are called category-based inductions. The purpose of this experiment was to examine the effects of typicality of premise instances and level of conclusion instances on kindergartners' and second graders' categorybased inductions. For the animal task the subjects were taught the novel information to the typical instances (an elephant and a giraffe) in the premise statement, "An elehpant and a giraffe have hemoguro inside." Then they were presented three conclusion statements one by one and asked to judge whether the novel information was true for each conclusion statement, "Does a lion (basic instance) have hemoguro inside as an elephant and a giraffe?", "Does an animal (intermediate instance) have hemoguro inside as an elephant and a girafe?", and "Does a living thing (superordinate instance) have hemoguro inside as an elephant and a giraffe?" The atypical instances in the premise statement were a beaver and a mole, and the novel word was adorena. For the fruit task the typical instances were an apple and a banana, and the novel word was pekuchin. The atypical instances were a fig and a pomegranate, and the novel word was serurosu. The conclusion sinstances were an orange (basic), fruits (intermediate), and food (superordinate). When the subjects responded with "Yes" to the conclusion statemerits, they are assumed to have drew the category-based induction. (a) The typicality effect was defined as the case which the subjects drew more induetion with the typical premise instances than with the atypical ones. This effectwas found only for second graders, especially on the basic conclusion in the two tasks and on the intermediate conclusion in the fruit task. The findings were discussed with reference to category similarity and category membership in the premise and the conclusion instances. The typicality effect was not found for kindergartners. (b) With ascending category levels in the conclusion instances, second graders' induction on the typical premise instances became difficult in the two tasks, which were discussed with reference to category similarity, category membership, and category-term production. Such results were not found for kindergartners.
奈良教育大学の論文

子どもの帰納的推論に及ぼす前提事例の典型性と結論事例の水準の効果

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