児童の文記憶における順向干渉に及ぼすトピック類似性の効果

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The purpose of this experiment was to investigate the effect of topic similarity on proactive interference (PI) in sentence recall using the Brown-Peterson paradigm with elementary school children. A 3 × 3 factorial design was used, which incorporated list conditions (same topic, related topic, and unrelated topic condition) and number of trials (from 1 to 3). The subjects were 90　6th grade children with a mean age of ll years and　8　months and were assigned to one of the three list conditions (see Table 1 ). Each list was consisted of three short sentences. Each sentence had 11 or 12 words and the first word (subject) was the topic word of each sentence. Under the same topic condition, all the lists in three trials consisted of sentences with the same topic (e.g. sea). Under the related topic condition, lists in three trials were consisted of sentences with related topics (e.g. sea, lake, river). Under the unrelated topic condition, lists in three trials consisted of sentences with unrelated, different topics (e.g.sea, heat, language). The experiment was conducted by a group administered procedure of Brown-Peterson paradigm. The booklet for experiment task contained instruction, three sentences to be remembered, distractor task and recall test sheets. Three sentences were presented simultaneously at 10 sec. rate, which was followed by the distractor task (counting backwards by-three from a 2 digit number: 20 sec). Then recall test by writing was given for 45 sec. The main results were as follows (see Fig. 1): on the performance of trial 1 to 3 under the same topic condition and the unrelated conditions, PI was built up as a function of trials. But PI was not built as a function of trials under the related topic condition. These results suggest that the buildup of PI was influenced with the similarity of topic in each sentence among adjacent trials. Since these results were partly different from the results of Dempster (1985) with university students, we could not simply interpret by the response set interference hypothesis. Instead of simple response set interfernce hypothesis, we interpreted these results by means of the revised list differenation hypotheses which were emphasized on the similarity among elements activated by topic words in each sentence at encoding and retrieval phases.
奈良教育大学の論文

児童の文記憶における順向干渉に及ぼすトピック類似性の効果

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