歴史学習に及ぼす自己生成精緻化及び自己選択精緻化の効果

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The present study investigated the effects of self-generated elaboration, and selfchoice elaboration on the memory of Japanese historical facts. The subjects performed an unexpected free recall test after an orienting task designed to force self-generated elaboration, self-choice elaboration, and control conditions. In the self-generated elaboration condition, each subject was presented with target sentences (e.g., "Nobunaga Oda burnt down Enryakuji Temple."), and then asked to answer a 'why' question about each sentence (e.g., "Why did Nobunaga Oda burn down Enryakuji Temple?" ). In the selfchoice elaboration condition, subjects selected an answer from alternatives to the 'why' question about each sentence. In the control condition, subjects rated the comprehensibility of each sentence. In a recall test of sentences that the subjects had known the historical facts described in them, High Knowledge subjects, who had high scores in the Information subtest of the WAIS-R, recalled the self-generated elaboration sentences better than those of self-choice elaboration and the control, in which a difference was not observed. Low Knowledge subjects had low scores in the same WAIS-R subtest. They recalled the self-generated elaboration, and self-choice elaboration sentences (for which a difference was not observed) better than those of the control condition. In a recall test of sentences that the subjects had not known the facts described in them, High Knowledge subjects recalled sentences of the self-choice elaboration condition better than those of the self-generated elaboration and control conditions, in which a difference was not observed. Low Knowledge subjects recalled the sentences of the self-generated elaboration, and self-choice elaboration conditioils, better than of the control. A difference was not observed between the two elaboration conditions. The results were interpreted as indicating that self-choice elaboration, and selfgenerated elaboration, are effective for encoding in memory.
奈良教育大学の論文

歴史学習に及ぼす自己生成精緻化及び自己選択精緻化の効果

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