小学２年生における文の意図記憶に及ぼす精緻化型の効果

概要

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The present study compared the effectiveness of three types of elaboration: self-generated, self-choice and experimenter-provided elaboration, on intentional memory of text in second graders. The second graders learned a story and then: in the self-generated elaboration condition, answered "why" question about a particular topic in the story; in the self-choice elaboration condition, chose one of the alternative answers to the question; in the experimenter-provided elaboration condition, judged the appropriateness of each of two answers. This was followed by free recall and cued recall tests. In free recall test, self-choice elaboration led to worse performance than other two elaborations for poor achievers in academic performance, but the differences of performance among three conditions were not found for good achievers. Whereas in cued recall, there were no differeneces of performance as a function of the level of a subject's academic performance and types of elaboration. The results were interpreted as showing that the effect of self-choice elaboration on intentional memory of text was determined by the level of a subject's academic performance.
奈良教育大学教育学部附属教育実践総合センターの論文
2004-03-31