精神遅滞児における弁別移行学習と外的指向性

概要

論文の詳細を見る
Mediational processes have been postulated to underlie the ability to make logical discriminations by classification. When children with mental retardation can discriminate through an outerdirected approach, their performance on discrimination tasks is comparable to that of children of without mental retardation who are the same mental age. In the present study, children with and without mental retardation in the experimental and control conditions were divided according to learning type: reversal-shift learners and non-reversal-shift learners. In reversal-shift learning, no difference was found between the two groups. In the experimental condition, the non-reversal-shift learning children with mental retardation reached criterion in fewer trials than the other children. Anecdotal observations suggested that the children with mental retardation performed well because they had watched the experimenter form the stimulus sets.
日本特殊教育学会の論文
2005-03-31