刺激の具体性と心像性

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Experiment I Concreteness and imagery values for 247 nouns were estimated on the basis of college women's judgments. Concreteness was defined in terms of reference to persons, objects, or materials, and imagery was defined in terms of a word's capacity to arouse mental images, mental pictures, or other sensory experiences. Concreteness value was the percentage of the.Ss who judged a noun as a concrete one, and imagery value was the percentage of the & who judged a noun as a image-arousing one. Mean per cent of 247 nouns was 60-56 for concreteness value and 77.71 for imagery value, respectively. A coefficient correlation between the two values was 0.84, which is very similar to 0.83 in the previous study (Paivio, et al., 1968). Of 247, 102 nouns were high-concrete (80 to 100%), 28 were medium-concrete (40 to 59%), and 35 were low-concrete (0 to 19%). Experiment H The conceptual-peg hypothesis proposed by Paivio (1969, 1970, 1971) predicts that concreteness values of stimuli were positively related to learning on the stimulus items of pairs but not on the response items. In order to test the prediction, 2nd, 4th, and 6th graders were given one of the following lists with different combinations of drawings, concrete nouns, and abstract nouns: drawings and concrete nouns, drawings and abstract nouns, and concrete nouns and abstract nouns. Four different stimulus-response types were mixed in each list, such as concrete drawing (S)-drawing (R), drawing-concrete noun, concrete noun-drawing, and noun-concrete noun. Classroom experiment was run using a study-test method of paired-associate learning. The main results were that (a) in each list pairs of concreteness (S)-concreteness (R) were learned more easily than those of abstractness (S)-abstractness (R), and that (b) concreteness was positively related to learning on the response item as well as the stimulus item. The findings were partially in line with the conceptual-peg hypothesis and it was suggested that ease of pairedassociate learning depended upon the degree of contrast on the concretenessabstractness dimension in the list. Experiment III The effect of concreteness in mediating items was examined using a S-m (mediating item)-R paradigm. College students were run individually using a study-test method under a 2×2×2 factorial design. The first variable was two types of mediating items, S-relevant m and R-relevant m, the second was two kinds of mediating items, picture and association 'word of S or R item, and the third was two directions of recall, forward and backward. The Ss were required to learn a list of 10 pairs by using the mediating items (pictures or words) as helpful cues. Only the main effect of kind of mediation was significant at the 1% level and neither the other main effects nor the interactions were significant. The picture-mediation group learned faster than the control group with no mediating items, but significant difference was not found between the word-mediation and control groups. The facilitative effect of pictures as mediating items may be in line with a prediction from the conceptual-peg hypothesis. An alternative explanation was proposed from detailed examinations of the experimental setting that the difference between the picture and the word mediations was attributable to the difference in the number of S-R connections under both mediation paradigms; the number of connections was one under the picture mediation and two under the word mediation.
1972-11-15

著者

杉村健
奈良教育大学心理学教室

刺激の具体性と心像性

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