幼児の概念的逆転学習における移行型の吟味

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The present study was designed to investigate two problems on conceptual reversal learning in kindergarten children. The first purpose is to examine the effect of amount of original training upon conceptual reversal learning, and the second one is to test the shift paradigm difference. A 4(shift paradigm)×2(amount of original training) factorial design was used. Four shift paradigms used were No-Change condition (N-C), Stimulus-Change condition (S-C), Response-Change condition (R-C), and Stimulus・Response-Change condition (S・R-C), which were determined on the basis of different combinations of stimuli and responses between training and reversal learning. The Ss were 96 kindergarteners with a mean age of 6:0. They were trained on a card-sorting task with two conceptual categories (see Table 1) to reach one of the following criterions: 8 successive correct responses and 8 successive correct+24 responses. After training, they were given reversal learning to reach a criterion of 8 successive correct responses. The Ss in reversal learning were required to change their mode of responding from training completely. The main results were as follows: (a) Positive effect of amount of original training was found in reversal learning, which was particularly evident in N-C and S・R-C condition (see Table 3). (b) The performance of reversal leaning didn't differ in each shift paradigm in either amount of training condition (see Table 3). These results were interpreted by the assumption that overtraining strenghens conceptual mediating response and were discussed with reference to related studies.
奈良教育大学の論文
1974-11-00

著者

藤田正
広島大学大学院医歯薬学総合研究科顎口腔頚部医科学講座歯科矯正学分野

幼児の概念的逆転学習における移行型の吟味

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