幼児の再生に及ぼす文章化と提示法の効果

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The present study was designed to investigate the effects of sentence instructions upon children's free and constrained recalls under category blocked and random presentation conditions. It was hypothesized that the facilitative effect of sentences was greater for the random presentation than for the blocked presentation. A　2×2×2　factorial design was used, which incorporated the sentence conditions (sentence and control), the presentation methods (blocked and random), and the recall conditions (free and constrained recall). The last factor was a within variable. The Subjects were 60 kindergarteners with a mean age of 6 years, who were assigned to one of the following four conditions: Sentence-Block, Sentence-Random, Control-Block, and Control-Random. The list was composed 18 items of 6 conceptual categories (fruits, insects, vehicles, flowers, animals, and footwears) as is shown in the Table 1. These items were familiar to young children and each of them was presented as a black and white line drawing with its category-related picture. The experiment was conducted individually. Under the sentence condition, each item was presented with the sentence instruction which combined the cue (category-related picture) and the item, "There is an apple on the dish." (see Table 2) Under the control condition, each item was presented with its name, "This is an apple." Half subjets were given the items under category blocked presentation, and the remainders were given random presentation. After all items were presented, subjects were instructed to view all the items during 30 seconds. The subjects were tested by free recall and then constrained recall. In the constrained recall test, the subjects were given category-related pictures as the cues for retrieval. The main results were as follows (see Table 3). (1) In the free recall test, the performance of recall under the blocked presentations were significantly better than that under the random presentations, and the facilitative effect of sentences was not found. (2) In the constrained recall test, the facilitative effect of sentences was greater for the blocked presentations than for the random presentations. (3) The performances of all conditions were significantly better under the constrained recall than under the free recall. These results did not support our hypothesis and were interpreted to show that (a) the deficiency of categry utilization in young children was greater at retrieval phase than at memory phase, and (b) the sentences strengthened only the associates between the cues and the items, but not the associates among items connecting the same cue. These results were discussed with reference to previous related studies.
奈良教育大学の論文

幼児の再生に及ぼす文章化と提示法の効果

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