精神遅滞児の意味記憶特性について

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This study investigates semantic memory in the mentally retarded (MRs) with a categorical priming paradigm. Three experiments on 8 MRs (CA : 12:7-19:9) and 12 college students (CA : 19-21) have been carried out. In Experiment 1, subjects were shown scrambled pictures to be identified where each consisted of six stages ranging from very scrambled to intact. We formed four categories, each of which contained eight sets of pictures, so their total number was thirty-two. The MRs were presented with four sets of pictures belonging to the same category in succession, whereas the college students were not presented with sets of pictures randomly. We made certain that the college students were not presented with the set of pictures belonging to the same category contiguously. The results shows that there are no reliable differences between the MRs’ performances and those of the college students. It seems to be due to the fact that stimulus is not adequate enough to produce or detect semantic priming effects. In Experiment 2, subjects were asked to recall what they had seen in Experiment 1. They had not been　informed of this in advance. Recall ratio of the college students was significantly higher than that of the MRs. “Accumulation of and release from proactive interference” were observed in the MRs’ performance curve. This suggests that they ulilixed their categorical knowledge to identify the sets of pictures in Experiment 1. In Experiment 3, the subjects were asked to name each complete picture as rapidly and accurately as possible. The four pictures belonging to the same categories were presented contiguously not only to the MRs but also to the college students. Although the college students named pictures more rapidly than the MRs, significant categorical priming effects on naming latency were observed equally in both groups. The results are discussed in terms of episodic vs. semantic interaction of memory.

著者

田村卓哉
北見工業大学工学部

精神遅滞児の意味記憶特性について

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