幼児・児童における映像理解の発達 : シーンの提示順序と物語の先行情報の効果

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The purpose of this study was to investigate children's comprehension of films. A　2 (age) × 2 (presentation order) × 2 (prior information) factorial design was used. The subjects were 46 kindergartners with a mean age of 6-yr. and　3 mos. and 46 second graders with a mean age of　8-yr. and 1 mo. Each scene of the films was presented in one of the two orders : the character-object order where the object appeared after the character, and the object-character order where the character appeared after the object. Half of the subjects were given some information about the story prior to the experiment and the remaining subjects were not given the information. After each subject observed the films under one of the four conditions, a test was performed to examine child's comprehension of the films. A　2　×　2　×　2　analysis of variance was performed for the comprehension scores. (1) The main effect of age was significant, which showed that the comprehension scores were larger for the second graders than for the kindergartners. (2) The interaction between age and presentation order was significant, which showed that kindergartners' comprehension scores were larger for the character-object than the object-character orders, whereas the order effect was not found in the second graders. (3) The interaction between age and prior information was also significant, which showed that kindergartners' comprehension scores were larger with the prior information than without the information, whereas the information effect was not found in the second graders. The findings suggest that although　6-yr. old children have lower ability to comprehend the films than　8-yr. old children, their comprehension of the films is facilitated when the films were given at the character-object order and with the story information prior to the experiment.
奈良教育大学の論文

幼児・児童における映像理解の発達 : シーンの提示順序と物語の先行情報の効果

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