子どもが新奇な課題に既有知識を適用していくことの難しさ

推論の下位過程から見た子どものつまずきとその発達

抄録

The goal of this research was to clarify children's difficulties in adapting existing knowledge to an unfamiliar task in accordance with the change of its task-structure. Eight to twelve year-old children with sophisticated knowledge about familiar clock were asked to solve a clock-task when the clock format was reversed and tasks of detecting time and its setting. The main results were as follows ; (1) 8 year-old children failed to abstract general rules from an existing knowledge on clock and to evaluate relations between general rules and task-structure ; (2) 10 year-olds could succeed in adapting general rules consistently to the reversed format ; (3) 12 year-olds could abstract general rules but failed to adapt them to the reversed format in accordance with its structure. These developmental changes were explained, based not only on the change of knowledge level but also on the change of children's errors occurring in subprocesses of reasoning.