"形・色問題"に関する実験的研究(3)--Lotto-Methodeにおける教示と反応型との関係
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The present paper treated an attempt to integrate the descriptive principles of the developmental and the temperamental-characterological studies of the “form-color” problem in the following experiment. The subjects were classified into the control group and the experimental group. Ss in the control group were conditioned by the the traditional method of instruction, while Ss in the experimental group were instructed to behave as naturally as possible with their individual tendencies. In both of the groups, the “Lotto-Method” was employed and the responses were examined and compared in each case developmentally. We clarified the meaning of respective instructions, informations, cues of response, etc., and examined the effects of the stimulus figures upon the responses. Ss were infants and children ranging in age from 3 to 12. The stimulus figures used were geometrical figures, and the effects of the responses were examined by the formula of F/(F+C)×100, which classified the responses into the pure form response (F), the form dominant response (F>C), the color dominant response (C>F), the pure color response (C) etc. These responses were respectively considered from the developmental point of view.The results were as follows1) In the case of the controlled instruction responses shifted from color to form in the ages 3-4, and in the ages older than those the form response was consistently more dominant than the color response, which in the statistical analysis, gave an ample ground for supposing that there was a significant change of responses in the ages 6-9.2) In the case of the experimental instruction, as the general tendency a responses shifted from color to form in the ages 4-5, and in the ages older than those the form response was observed to be domi nant, which agreed with the result obtained from the experiment with the controlled instruction. And by statistical analysis it was corroborated that there was a great variation in responses of color as well as of form in the ages before and after 7.3) A comparison of experimental instruction with controlled instruction showed that in the former case each age showed wider range of response-patterns. This seemed to be due to the fact that in experimental instruction the Ss set up for themselves some selective criteria such as the cue of response, framework, information, etc. The experimental instruction had more factors that admitted Ss' natural tendencies resulting from the subjective selfconditioning than in the case of the controlled instruction. But a similar trend was observed in the relation between instruction and its response-pattern in both of the experiments, and in their developmental tendency as well. Moreover, it was observed that there was no significant relation between the response-pattern and the characteristic features of the stimulus figures selected by Ss for the first time.4) From the above-stated data, it has been confirmed that in the study of “formcolor” problem using “Lotto-Method” the response-patterns have more to do with the developmental conditions in terms of age than with the individual “Eigentätigkeit” presupposing a temperamental-characterological being or with the characteristic features of the stimulus figures used.
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- "形・色問題"に関する実験的研究(3)--Lotto-Methodeにおける教示と反応型との関係