教育心理学研究
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
複雑文の理解
谷本 なほみ
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ジャーナル フリー

1973 年 21 巻 2 号 p. 69-78

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How well can children and adults understand complicated sentences? How do their structure and mode of presentation influence our understanding? To answer these questions, six sentences, two (differing in length) representing each of three different kinds of sentence structure, umekomi (chained active), ukemi (chained passive), and heiretsu (binary active) were prepared and each was given orally to a group of some 20 Ss. Elementary school pupils, students of junior high and high schools, and some university undergraduates served as Ss. Ss were asked to recognize the relationship among the names appearing in the stimulus sentence.
The results show that the complicated sentences used in this series of experiments, especially auditory ones, were too difficult for even university students to cope with. Heiretsu was the easiest of the three. Most Ss could not parse properly the more complicated sentences of umekomi and ukemi, and tended rather to regard them as sets of grammatically incomplete simple sentences. This tendency could be traced through all age-levels of Ss, and there were no qualitative differences among the processing strategies Ss had adopted. Visually presented, however, the stimulus sentences were understood fairly well by elementary school pupils.
The strategies for processing aurally presented sentences seem to depend heavily on the inflected form of the first “auxiliary verb”, the function of which was grasped somewhat ungrammatically by most of the Ss.

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© 日本教育心理学会
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