課題解決過程における課題性質と解決試行数との関係について(II)
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概要
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In order to investigate the role of the nature of problems, one of the factors of problem solving processes, four series of experiments are planned. The objective of these experiments is to inspect our problem by means of the difference between the trial number in the original learning and that in the secondary learning. In the first series of experiments (Exp. I), we examine the change of trial number in the secondary learning process under various conditions of the shift of sorting principles. In the second series (Exp. II), the effect of partial reinforcement of the original problem solving upon the secondary learning is inquired. In the third series (Exp. III), we analyse the interaction of the type of the individual concerning the orginal problem solving and the difficulty of the problem in the secondary learning. In the fourth series (Exp. IV), the effects of various sorts of problems upon the secondary learning process are compared. Method: The method of these experimental series is roughly the one commonly employed in the present problem solving experiments. But as for details, some modifications are made. Especially in Exp. I, we take the method used by A. H. Buss, in the modified form for our convenience. In the residual experiments we employ W. C. H. Prentice's method. Stimulus figures are constructed in terms of various combinations of three attributes of color (red, blue and yellow), shape (circle, square and hexagon) and size (large, middle and small). They are pasted on each sheet of paper singly or pairedly. The problems of Exp. I are summerized in Table 1, those of Exp. II in Table 5, those of Exp. III in text and those of Exp. IV in Table 14. Subiects: They are 122 female undergraduate students who have had no experience in psychological experiments. Results: They are summerized in Table 2 for Exp. I, Table 6 and Fig. 1 for Exp. II, Table 10 and Fig. 5 for Exp. III and Figs. 6, 7, 8 and 9 for Exp. IV. From these results and their derived discussions, we have come to the following conclusions:(1) The original learning process has some influence upon the following learning process, and its effect is either facilitation or inhibition of learning according to the nature of the secondary learning problem. (2) The problem of the secondary learning which involves more partial reinforcement of the original problems solving becomes harder. (3) The individual who needs more trials in the original learning keeps the same original level of trials in the secondary learning process. (4) Relearning process maintains almost the same level of problem solving despite of the proceeding learning process and the individual difference.
- 東京女子大学の論文