実験的面接における応答の認知的発達水準に及ぼすモデリングの効果

概要

論文の詳細を見る
Using Tamase and Mitsutake's (1993) interviewing paradigm, effects of modeling and direct questioning on the cognitive developmental level of participants' verbal responses were examined. Fifty seven undergraduates served as the participants, who were assigned to one of the three groups: modeling, direct questioning and waiting control groups. Immediately after the pretest the participants in the modeling group were asked to listen to audio-model responses which represented concrete and formal level responses about friendship at junior high-school ages. The participants in the direct questioning group were asked to recall concrete examples of their friendship at junior high-school age, and then examine the patterns in their friendship. The participants in the control group, while waiting, were asked to read periodicals during the corresponding treatment period. Transcripts of audiorecorded responses of participants in the pretest and the posttest to an open question which asked about their friendship were rated independently by five raters for cognitive developmental level. The results indicated that there was no difference among the three groups as to the extent of the change in developmental level from the pretest to the posttest. The possibility that the modeling procedure and the questioning strategy may have produced the unexpected results was discusssed.
奈良教育大学の論文