子どもの再生におよぼす再生手がかりの具体性の効果

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The purpose of this experiment was to investigate the effects of concreteness of retrieval cue upon recall in children as a function of age. The hypothesis was that the facilitative effects of concreteness of retrieval cue upon recall were greater in younger children than in older children. A　3 × 3　factorial design was used, which incorporated the retrieval cue conditions (concrete cue, category-name cue, and free recall without cue) and age levels (4 yr., 5 yr., and 8 yr. of age). The subjects were 42 nursery school children with a mean age of 4 : 2, 42 kindergarten children with a mean age of 5 : 7, and　42　2nd grade children with a mean age of 8 : 0. Children in each age level were assigned to either one of the three retrieval cue conditions. The list was composed of 16 items of 4 conceptual categories (animal, vegetable, music instrument, and vehicle) as is shown in the Table 1. Tnese items were familiar to young children and each of them was presented as black and white line drawing. The experiment was conducted individually. The item was presented one at a time in block order of categories. During recall, the subjects assigned to the category-name cue condition were given four category names (e. g., animal) one after another as a cue for retrieval, those assigned to the concrete cue condition were given concrete descriptions of category-related contents (e. g., somethings which are in the zoo) as the cue for retrieval, and those assigned to the free recall condition were not any retrieval cues. Main results were as follows (see Fig. 1). (a) In 4-yr.-olds, recall was not facilitated by concrete or category-name cues, (b) In　5-yr.-olds, recall was facilitated by the two retrieval cues but such facilitating effect was greater under the concrete cue than under the category-name cue condition, (c) In 8-yr. -olds, recall was also facilitated by two retneval cues and both conditions facilitated recall about the same rate. These results supported our hypothesis and were interpreted to show that the effects of retrieval cue on recall depended upon levels of conceptual development in children. These results were discussed with reference to previous related studies.
奈良教育大学の論文

子どもの再生におよぼす再生手がかりの具体性の効果

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