小学校中学年期において認知的「自己編集能力」を獲得する意味を検討する
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概要
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The purpose of the study was to clarify one of the characteristics of cognitive development in middle childhood. Two studies were conducted with 498 children ranging from 2nd to 5th grades in 2 elementary schools. Study 1 : The Ability of the Cognitive Self-Editing(ACSE)was tested using two tasks ; a geometrical figure-transform task and a writing composition task. The relationship between children's performance on the two tasks was also examined. Study 2 : The ACSE and children's internal development were examined. In the former, measures of the ability were performance in three kind of task ; the geometrical figure-transform task, the arrangement of picture cards, and the ordering of words. In the latter, children's developmental level was assessed by a questionaire. The questionaire consisted of items tapping children's wishes, children's most valuable possessions, and the most favorite physical or personality characteristics of children. Moreover, the connection between the ACSE and the developmental level in the internal world of children was explored. The main findings were as follows : 1.Scores on the geometrical figure-transform task and on the writing composition task increased with grade level. 2.In the lower grades, scores on the geometrical figure-transform task were not related to scores on the writing composition task. On the other hand, in the higher grades, the scores were positively related. 3.Performance on the three kinds of ACSE tasks improved with grade, but this was not the case with the developmental level in the internal world of children. 4.In the lower grades, the ACSE was not related to developmental level in the internal world of children entirely. However, in the higher grades, both measures were signaficantly related. These findings suggests that there is a developmental turnabout in middle childhood and that one of the characteristics of this turnabout is related to the acquisition of the ACSE.
- 1993-04-30
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