行動体制の形成と心理学的工作についての省察 : ある幼児における「ピアノ弾き」行動形成のエピソードを手掛りとして

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This paper aims at psychological reconsideration of an episode of a little girl as to how she has formed the behavioral organization of "piano-playing" through instructions from her mother or father. Based on Umezu (1976), we assume that the specialized behavior of an organism should be organized under the conditions prescribed by the signal-processing and-distributing properties, sent out from inner and/or outer states of the organism. An instructor, who acts as the outer system of signal regulation, therefore, should arrange her behavioral field so that she might be ready to accommodate her behavior to given signals. In constructing the instructive procedures, firstly, it is necessary to determine what behavior should be spcialized in correspondence with the behavioral object. Secondly, we should have insights from her ordinarily developed behavior as to what elements could constitute the target behavior and as to how it might be activated as an organizer of those well-differentiated behavioral elements. Thirdly, we should also have insights from her usual treatment of the behavioral object as to how far the assimilatory organization should be differentiated and integrated. The last thing to be determined is what signals should be introduced in order to facilitate and maintain the correspondence between the behavior and the object. It is necessary to establish fingering so that she can play the piano orderly. For this purpose, the movement of individual fingers, first of all, should be differentiated into an integrated behavioral pattern. She could move her fingers separately, but could not put them into an ordered pattern. Secondly, piano-keys, which consist of white and black keys, should be cognitively differentiated so that she could identify individual keys which together construct a musical scale. She, however, could not identify even a C key at first. Then, we introduced finger names as signal, such as Father, Mother, Brother, Sister, and Baby, in order to facilitate her finger movement. We stuck colored labels on the keys so that the key arrangement of the C major scale could be identified. Moreover, we gave her instructions, such as "Tap the red key with the Father," which mediated the organization of fingering. Figure 4 shows the accumulated processes of psychological construction like these. As Figure 4 illustrates, gripping behavior (gripping a finger of the right hand with the left hand: Bg-system) and the finger arrangement of the right hand (Of-system) were correspondingly regulated by the mediation of the the finger names (Sf-system) given by the instructor as the outer system. As the process went on, the signaling presented by the outer system (i.e., other-presenting) and received by the inner system (i.e., self -receiving) was internalized into the self-presenting and self-receiving organization, mediated by her spontaneous gripping behavior. Supported by the organization among systems of Bg, Of, and Sf, key-tapping behavior (Bf-system) assimilated the correspondence between the key arrangement (Ok-system) and the given instruction (Ss-system) into the organization of fingering. The assimilated fingering was, cosequently, interiorized into the generalized organization of self-presenting and other-receiving. These processes of internalization and interiorization can be characterized by the relationships among three regulatory system of signal, object, and behavior, as illustlated in Figure 5. Spontaneous expansion of the behavioral field can be actualized according as the assimilatory organization is differentiated and integrated by the signal-processing and-distributing properties. Thus, this episode of a little girl on the formation of "piano-playing" behavior provides us with a good example of the psychological process of internalization and interiorization.
国際基督教大学の論文

行動体制の形成と心理学的工作についての省察 : ある幼児における「ピアノ弾き」行動形成のエピソードを手掛りとして

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