感覚運動学習における学習指標(学習能)と性格特性との関連
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概要
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The purpose of the present experiments was to examine the relations between personality traits and sensory-motor learning abilities in adults, under the two conditions of neutral (Exp.1) and stressful instructions (Exp. 2) Twenty one college boys and girls served as Ss in Exp. 1, and 18 students in Exp. 2, and the apparatus used was a stylus maze with a busser which would sound each time Ss made an error. Measurements taken were a) number of repetitions required to reach the criterion of learning (R), b) total number of errors made in reaching the criterion (E), and c) total time spent (T). Under the neutral instruction, Ss were required to learn three tasks with free speed, and after 24 hours they were agin required to learn them. A month later, they were instructed to learn the same mazes with the instruction that would make them stressful. In Exp. 2, they were told to learn as correctly and quickly as possible, and were informed time spent every five seconds. The summary of the present experiments was as follows. 1. In Exp. 1, Ss who obtained a high score in Rhathymia tended to take a small Learning Index (LI=・^3<R×E×T>), while in Exp. 2, Ss who were lacking in objectivity and had inferiority feelings had a tendency to take a small LI. It might be stated that Ss with such characteristics would be apt to be much motivated by the psychological stress. 2. Though we could not state positively of the relations of each indexes to personality traits, it was consiered that R/LI, E/LE and T/LI were indexes which correlated to certain aspects of personality to some degree. Particularly R/LI seemed to be an index showing instability of emotion. Therefore, Ss who are capricious or unstable in emotion will make high scores in R/LI. 3. As a result of the examination of three measures (R, E, t), it seemed adequate to use the Learning Index (LI=・^3<R×E×T>) tried by Langer, W. C. when we tried to measure learning abilities. Yet this Learning Index had some difficulties in using as a scale. 4. There seemed to be two types of learning. One was, as it were, a trial-and-error type. Ss in this type tended to perform thoughtlessly and to repeat many times in vain. The other was an insight type. Ss in this type tended to take much time for a trial, but to reach the criterion early. It seemed that these two types were related to personality dimensions of anxiety and self-confidence.
- 日本教育心理学会の論文
- 1969-03-30