幼児のカテゴリー化様式に及ぼす刺激、課題および学習量の効果

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Two experiments were performed to examine the effects of stimuli, tasks, and amounts of learning on young children's categorization modes in a classification learning task. In two experiments　5- and　6-yr. old children were given a　2 -category classification learning task and then assessed the categorization modes (analytic vs. holistic) after reaching each of three criteria of learning. The exemplars were schematic faces (Fig. 1) and schematic figures of girls (Fig. 2), both of which had five dimensions varying with two values. In Experiment I the tasks with strong and weak family-resemblance structure were provided (Fig. 3) and in Experiment Ⅱ the tasks with three and six learning exemplars were provided (Fig.4). In the two experiments the analytic mode was used for the schematic faces more frequently than for the schematic girls, and with increasing criteria of learning, the percentages of the subjects who used the analytic mode increased while those who used the holistic mode decreased. (Table 1 and 2). In Experiment I the analytic mode was used for the weak family-resemblance task more frequently than for the strong family-resemblance task (Table 1). In Experiment Ⅱ the number of learning exemplars did not affect the categorization modes (Table 2). The findings were discussed with reference to previous studies, the stimulus characteristics, the family-resemblance structure, and the function of classification training.
奈良教育大学の論文
1988-11-25

幼児のカテゴリー化様式に及ぼす刺激、課題および学習量の効果

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