手がかり再生と自由再生におよぼすカテゴリ-数の効果

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The present study was designed to investigate the effects of the number of categories on recall under cued versus free recall conditions in 2nd- and 6th-grade children. A 2 x 3 x2 factorial design was used, which incorporated the recall conditions (cued and free), the number of categories (4, 6, and 8), and grade levels (2nd and 6th). The 5s were 94 second graders with a mean age of 8.2 years and 84 sixth graders with a mean age of 12.2 years. Children in each grade were assigned to one of the three conditions of the number of categories. The half <Ss of each condition were given retrieval cues, and the remaining Ss were not given any retrieval cues. The cues for retrieval were the category names of the instances in the list. The list was composed of 24 instances of either 4, 6, or 8 categories (beats, flowers, stationery, musical instruments, vehicles, birds, and furniture) as is shown in the Table 2, 3, and 4. The instances were familiar to children at these ages and each of them was written by the Japanese cursive characters with black feltpen. The experiment was administerd in the form of class groups. Each list was presented in random order. During recall, the.Ss in cued condtion received the category names as retrieval cues. As is shown in Table 5, 6, and 7, cued recall was higher than free recall, but the differences varied with number of categories. The effects of cued recall were greater under the six category condition than the other two conditions in both grades. In addition, when 6th graders were given retrieval cues, they tended to recall more instances than 2nd graders. These results were discussed with reference to related studies. It was suggested that the effects of cues on recall are dependent upon the number of categories which were composed of the list.
奈良教育大学の論文

手がかり再生と自由再生におよぼすカテゴリ-数の効果

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