偶然的学習についての研究-1-
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Several experments were performed to test Postman and Phillips's interpretation in conjunction with the isolation-effect under conditions of intentional and incidental learning.<BR>Stimulus lists consisting of two types of items occurring with equal frequency were presented to Ss by "successive ppesentation method" in Exps. IA, IB, and by "simultaneous presentation method" in Exps. IIA, IIB, and IIIA, IIIB, IIIC, IIID. Each list has eighteen items. In the lists for- experimental groups, items No. 5 and No. 14 were isolated. Control groups were given lists in which two types of items were put alternatively. In Exps. IA and IIA, the lists consisted of nonsense syllables and three-digit numbers, and in Exp. IIIA, nonsense syllables and meaningful words. The same materials as in Exps. IA and IIA were used in Exps. IB and IIB, but a color difference was added to increase the degree of perceptual isolation of items No. 5 and No. 14 in experimental group's lists. The difference of Exp. IIIA from IIIB was the same, viz. a color difference in IIIB. In the lists of Exp. IIIC, all items were nonsense syllables, while in Exp.IIID, all were meaningful words, and in each items No. 5 and No. 14 of experimental group's lists were isolated by means of color difference only. 30 secs. after once presenting the lists, free recall test was conducted for 3 minutes.<BR>The major findings were as follows :<BR>1. There were significant effects of isolation on item No. 5 under intentional learning in Exps. IA, IB and IIA, lIB, but not under incidental learning. The fact that there was no evidence for superior recall of the isolated items under both conditions of learning in Exps. IIIC and IIID indicates that mere perceptual isolation produced by color difference does not serve to increase recall frequency under the present experimental procedure.<BR>2. There were no significant differences between Exps. IA and IB, IIA and IIB, IIIA and IIIB on the numbers of recalling isolated items under intentional and incidental learning. The addition of color difference neither aided isolation-effect nor interfered with it.<BR>All of these results can be adequately accounted for in terms of Gibson's interference theory. The present writer supports Postman and Phillips's interbretation that isolation favors retention only to the extent that the stimulus features producing isolation are relevant to the learner's task.
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