スクリプトの意味的知識の発達 : 食事スクリプトをめぐって

概要

論文の詳細を見る
Many everyday scripts seem to be acquired in early childhood. But when they get associated with goals other than the original one, "meanings" based on those goals may be ascribed to the script. In this study, a "dining script" is examined for its developmental course. A dining activity carries several meanings, one of which is called here as "social" (e. g., socializing with other participants), and another is "physiological" (e. g., nutritious). Second, 4th, and 6th graders, and university undergraduates participated in the study. In the first experiment, they were asked to give explanations about a dining procedure and its physiological and social meanings. In the second, they were presented some eating scenes, some of which had a complete procedure but negative physiological or social meanigs, and some other have an incomplete procedure but positive physiological or social meanings, and were asked to judge whether the characters were dining or not. The results showed that the amount of knowledge about dining increased with age and that the nature of knowledge used in the explanations and judgements changed with age from a script procedure itself to the scriptal knowledge about "meanings".
日本発達心理学会の論文
1991-02-20