知能段階別にみた精神薄弱児の意味構造についての研究
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概要
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PURPOSE; C.E. Osgood made factor analysis of semantic structure in regard to various concepts by means of the semantic differential method of his own device, and thereby extracted the three factors of evaluation, potency, and activity which exist in a fairly stabilized state as common factors in various subject groups. According to his method, meaning of concepts is rated with graded scales between polar opposite adjectives. H. E. Maltz tried to analize semantic structure of primary school children adopting the method individually. After him G. A. Rybolt employed the same method for the study on mentally deficient children. The purpose of this study is first to improve what is not complete enough in G. A. Rybolt's research, and then to pursue the characteristics of mentally deficient children by means of factor analysis of their semantic structure adopting the semantic differential method. METHOD: Study subjects were asked to rate per each concept with 25 pairs of polar opposite adjective scales which were made out on the basis of free association system after having selected 20 concepts out of Kent-Rosanoff's list of stimulus words for free association. The test was made in an individual method and rating was made in 5 grades for respective scale. Various reactions of the subjects were summed up according to each of the scales, and factor analysis was made. STUDY SUBJECTS: 70 mentally deficient children, whose ages ranged from 10 to 15 and whose IQ ranged from 50 to 80, were picked up for the test. Besides, as control groups, 120 normal children ranging from 4 th year of primary schools to 3 rd year of junior high schools were also chosen. RESULT: 1) In the case of the groups of normal children, evaluation factor as a first factor and potency factor as a second were respectively extracted. The very result corresponds with the results of researches up to now. 2) Out of the groups of mentally deficient children, evaluation factor as a first factor and potency factor as a second were respectively extracted, but their difference was little. This is due to the fact that the percentage of their evaluation factor in the total variance is lower than in the case of normal children. The fact that evaluation factor, which is considered to be most closely related to operational thinking out of the three common factors C. E. Osgood has found, is relatively small in the case of mentally deficient children makes the writer construe that a fringe of characteristics of their thinking faculty is perceivable. 3) In this study, with regard to both normal and mentally deficient children, the writer was unable to clarify explicitly activity factor which was extracted as a third factor in the studies heretofore. Even in comparative philological studies, activity factor is not much clearly defined in culture zones other than English-speaking culture. In C. E. Osgood's study, too, the percentage of activity factor in total variance is around 6%. 4) Since as a result of this study, both the evaluation and potency factors were extracted in the case of mentally deficient children, it is considered that semantic differential method will offer us an effective clue to researches on mentally deficient children.
- 日本特殊教育学会の論文
- 1969-09-30
日本特殊教育学会 | 論文
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