実験的面接における言語応答の認知水準に及ぼす発達的介入の効果

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According to Ivey's (1991) developmental intervention strategies which use developmental questioning sequences in counseling the present study examined the effects of differential questioning sequences on the cognitive developmental level of the participant's verbal responses in an experimental interview. Four groups of undergraduate students were constructed : concrete, formal, concrete-formal and control groups. In the pretest phase of the interview participants were asked to remember and talk about the relationship with their friends in the past. In the treatment phase which immediately followed the pretest participants in the concrete group were asked to talk about concrete examples which represented their friendship in highschool age. The participants in the formal group were asked to talk about common patterns which represented their friendship in highschool age. The participants in the concrete-formal group were asked to talk about concrete examples first and then to talk about common patterns in their friendship in highschool age. The participants in the control group were asked to talk about their opinion to some general issues in the present life. Immediately after the treatment the participants were asked the same question about their relationship with their friends as the pretest. According to Ivey's (1991) developmental assessment system, the participants' verbal responses which were recorded by audiorecorder and transcribed were assessed by trained judges in terms of developmental levels. Results indicated that although all groups slightly increased the developmental level of verbal responses from pretest to posttest, no increment difference was found among the groups. The strong tendency of the participants to stay at the concrete operational level when they describe their daily life was discussed.
奈良教育大学の論文
1993-11-25

実験的面接における言語応答の認知水準に及ぼす発達的介入の効果

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