自己教示法に関する研究動向 : 学業遂行への適用を中心に

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概要

• 論文の詳細を見る

• Self-instructional training (Meichenbaum & Goodman, 1971) is one of the most popular cognitive behavior modification (CBM) techniques for impulsive and hyperactive children. This paper reviewed many self-instructional training (SI) researches including Japan, and discussed about it's application to improvement of children's academic performance. First, theoretical background of CBM was discussed, then Vygotsky's inner speech theory, Luria's verbal regulation theory and following researches were brifley reviewed. Second, two research streams which directly led SI training were reviewed. One is Palkes's self-directed command and the other is modification of cognitive style through modeling. Then the first report of SI training by Meichenbaum & Goodman (1971), and following replicated studies with many kinds of subjects (ex, young, emotionally disturbed, hyperactive, aggressive, and retarded children) were reviewed. Most of these studies showed successful effects of SI on these subjects. In the third section, SI training researches applied to academic performance were reviewed. On control of classroom behavior, both the studies which focused on the modification of on-task behavior and performance of cognitive tasks showed improvement of disturbed classroom behaviors. On the mathematics skills training, self-verbalization about the process of cariculation (such as subtraction) was effective to improvement of poor math skilled children. And reading studies, showed improvement of reading comprehension by the SI training about basic component skills of reading, such as comprehension monitoring, recall readiness and paraphrasing. Fourth, several topics about SI training, such as the generalization, subjects property and mechanism of SI effectiveness were discussed. Response cost, directed discovery procedure, and the general (conceptual) SI statements were effective to achievement generalization. The older, cognitive matured, higher verbal ability, reflective cognitive style and personal (internal) attributed children go

• 千葉大学の論文
• 1985-12-20

著者

• 中澤 潤

  Chiba University, Faculty of Education

• 鵜沢 明美

  お茶の水女子大学

• 鵜沢 明美

  お茶の水女子大学・千葉市教育センター

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• 自己教示法に関する研究動向 : 学業遂行への適用を中心に

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