集団問題解決における目標提示様式の効果
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概要
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The aim of this study was to investigate the effects of the degree to which a group goal and the substeps toward achieving it were clear to group members upon group problem solving. Four conditions were compared: the group goal and the substeps were clear (GP), the group goal was clear, but the substeps were not clear (G), the substeps were clear, but the group goal was not clear (P), and both the group goal and the substeps were unclear (N). The tasks used here wereto combine separate pieces of a letter (Chinese character, subtasks) and to match the letters made in these subtasks into idioms (goal task).<BR>Subjects were 13-14 year old children. Each group was composed of 3 subjects who were of the same sex and were heterogeneous in their intelligence. Each of the four conditions described above were assigned to four groups, with two male and two female groups used in each case. Four basic measures were used-the time taken to solve subtasks, performance in the goal task and retention test, and degrees of participation by group members.<BR>Main results were as follows;<BR>(1) Differences in solution time in the subtasks were not found to be caused by differences in the conditions. It was interpretated that this result was caused by the special character of the subtasks used in this experiment.<BR>(2) It was found that the greater the clarity of the group goal and its substeps, the performance of both individuals and the group improved in the goal task.<BR>(3) Similarly, it was found that the greater the clarity of the group goal and its substeps, the higher the performance in the retention test, though this was not statistically significant.<BR>(4) Differences in the degrees of members' participation was not observed, because most members in each condition showed high degrees of participation in these experimental tasks.<BR>In addition to this examination, some related problems which remain in this area were discussed.
- 日本グループ・ダイナミックス学会の論文
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