正確度と速度にもとづく鏡写学習過程の分類
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概要
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The purpose of the present study is to classify types of learning process in the mirror drawing task by applying the factor analytic technique. Using 35 undergraduate students as Ss, the following two measures were observed; i.e., (1) accuracy, and (2) speed on the mirror drawing task. The whole learning process consisting of 20 trials was divided into nine stages and mean scores of these measures mentinned above were calculated for each stage. Next, the Pearson's product moment correlations (r) were computed. between these 13 mean scores (namely, two means for each of the nine stages). From the resulting correlation matrix five centroid factors were extracted, and then, the axes of them were rotated orthogonally by the subjective method.According to this rotated matrix, the followings were ascertained. (a) In both accuracy and speed data, either one or two different factors explained most of the total variance. (b) As learning proceeded, the ratio of contribution of one major factor increased gradually, and the factor structure became simpler.As the next step of analysis, the regression coefficients were calculated for the two main factors by Ledermann's method, and multiplying them by accuracy and speed scores, the factor-scores for these two factors were obtained for each subject. In accordance with the pattern of these factor-scores, all subjects were eventually classified into nine types.In order to examine the effectiveness of the classifications, all subjects were divided further into three groups (i.e., +, _??_, and - groups) according to the factor-score distributions, and differences in two measures were compared respectively. Analysis of variance of the data revealed that the differences among these groups were highly significant (p<.001), in both measures. It has been confirmed that a factor analytic technique, as a tool of classifying these types, was effectively applicable to such learning process data as mirror drawing.
- 公益社団法人 日本心理学会の論文
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関連論文
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- 正確度と速度にもとづく鏡写学習過程の分類