認知心理学的発達観に組み込まれたR.Gelman(1972)の実験の批判的検討

概要

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Gelman(1972)showed that young children acquired the number invariance rule, i.e.the concept of conservation before the period of concrete operation, by using the"magic task". This finding in Gelman's experiment has been frequently cited by cognitive psychologists in order to confirm the competence of preschool children and to deny Piaget's theory of developmental stages. In this article, the validity of this evidence and the credibility of these claims were examined. For this purpose, not only the magic task used by Gelman(1972), but also the number conservation task in significant transformation by Ueno et al.(1986)were analyzed. The analisis of these tasks showed that they were intended to remove the"cognitive disturbance"from standard conservation task, and"conservation responses"in these tasks were not based upon conservation schema. As a result of these analysis, it was suggested that the interpretation of experimental data by Gelman and Ueno et al., and the claims of the competence of preschool children and the denying of developmental satges by many cognitive psychologists were not valid or doubtful, and the new interpretation of the results of two experiment was presented from the view of cognitive disturbance.
心理科学研究会の論文
1993-09-20