類似, 反封又は中性關係にある諸反應語の學習

言語學習における條件形成原理の研究

抄録

The concept of response generalization was examined by means of paired-association learning. Subjects learned two or three lists successively, each list being composed of several pairs of nonsense syllables (stimuli) and three-syllable verbs (response). The stimulus-syllablesin the second (and third) lists were the same as those in the first list. But response-words in eachlist were different from those in the other lists, being similar, opposite or neutral in meaning. Each pair was presented by a memory drum. The anticipation method was adopted.
In Exper. 1, the generalization between similar words was studied. Nine subjects worked on two lists successively, each containing six pairs of stimulus and response-words, until one perfect trail was achieved. They recalled and relearned the first list under retroactive conditions, the second list in proactive conditions. Under rest conditions only one list was used. In each condition the time interval between the learning and recall was 5 min., 1 hr. or 24 hrs.
In Exper. 2, the meaning relations between the two response-words were similarity, opposition and neutrality. Two lists, each containing 10 paired words, were successively learned to the degree of seven-tenths, and recalled after 30 sec. Then they were relearned immediately to the same degree. Rest conditions were added. Twelve subjects experienced all the four condition (i.e. similarity, opposition, neutrality and rest).
In Exper. 3, the meaning relations examined were the same as in Exper. 2, but three lists instead of two were learned. Fifteen subjects were divided into three equal-numbered groups, each of which worked under one set of conditions only. Under S conditions three response words (R₁, R₂, and R₃) were similar to each other. Under O conditions, R₁ had oppodite to R₂ and R₃, which therefore were similar. Under N conditions all the response-words were neutral to each other. Rest conditions were omitted. The time interval between learning and relearning was 24 hrs.
The following results and conclusions were obtained :
1) In the process of learning two or three similar or opposite response-words there appeared to be evidence of positive transfer. Even where it did not appear, the learning proceeded at nearly the same speed as the learning of neutral response-words.
2) Recall and relearning under conditions S and O were, for the most part, better than under conditions N and R. In no instance were they worse.
These results indicate that positive tranfer and retroacitve facilitation can be derived from a greater degree of generalization, because the generalization between similar or opposite response-words is degree than that between neutral response-words. This conclusion agree partly with Morgan and Underwood's assumption of “parasitic reinforcement.” But it denies E. J. Gibson's contention that negative transfer and retroactive inhibition arise from greater generalization. It also denies Osgood's assertion that opposite relation generates more negative transfer and retroactive inhibition than similar and neutral relations. In short, it seems to us that our results suggest the facilitative function of generalization in verbal learning.
3) Analyzing closely the intrusions in learning and relearning, we found: (a) that generalization is accompanied by differentiation at least in verbal learning; (b) that generalization along the dimension of meaning must be distinguished from one arising from other factors; and c that generalization between opposite words is of a diferent character from the generalization between similar words.