1975 年 46 巻 2 号 p. 59-67
The study consists of 2 experiments: in Exp. I, kindergartners and grade children were given a recognition test following stimulus predifferentiation trainings. Results were: a) the recognition of representative feature (RF) under the relevant verbal labeling condition was learned more by Ss than that of under the irrelevant verbal labeling one, b) grade children learned more than kindergartners in the recognition of RF, and c) the relevant verbal labels were effective with kindergartners but not with grade children. In Exp. II, kindergartners received a preliminary training to set them to label the shapes spontaneously during subsequent observation training. As a result, the effects were as much as the relevant verbal labeling training given by E. The results were discussed in terms of the development of the symbolism which functions in the concept formation.