物語のテーマの統合における<欠如-補充>枠組みの役割

抄録

The purpose of this study was to examine what role "deficit-complement" schema played in a thematic integration of narrative sequences and how the schema developed. Eighty-four4-year-old (4:10-5:5) and 5-year-old 5:10-6:5) children were divided into three homogeneous groups (14 subjects each), and assigned to one of three conditions : the deficit condition where the children were informed that the character was in the deficit state, the non-deficit condition where they were informed that the character was in the complement state, and the control condition where no information about the character was given. The children were shown a drawing story, asked to describe each picture and, after interpreting all the pictures, to recall the story without the pictures, to answer 10 questions about the character's feeling. The results showed that the children in the deficit condition could grasped the pictures as a story, and construct the thematic and coherent interpretation of them, while the children in the other two conditions often failed to integrate the pictures into a story. Especially, in the non-deficit condition, the degree of erabolation of description were lower than in the other two conditions. In the recall and comprehension tasks, these trends were confirmed. From these results, it was suggested that the information about the the deficitsituation of the character enhanced the integration of narrative sequences as a cognitive framework through the activation of 'deficit-complement' schema.