言語命名による媒介学習における連合形成訓練の効果

秦 淑子

doi:10.4992/jjpsy.46.183

THE EFFECT OF TRAINING TO FORM ASSOCIATIONS ON THE MEDIATION LEARNING WITH VERBAL LABELING

YOSHIKO HATA

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1975 Volume 46 Issue 4 Pages 183-190

DOI https://doi.org/10.4992/jjpsy.46.183

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Published: November 30, 1975 Received: October 31, 1974 Available on J-STAGE: July 16, 2010 Accepted: - Advance online publication: - Revised: -
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Date of correction: July 16, 2010 Reason for correction: - Correction: ABSTRACT Details: Wrong : Three experiments were designed to examine the effect of prior-training on the formation of the mediated motor responses: Exp. I for the effect of an additional V (label)-R (motor response) training, Exp. II for the differential effect of the degree of the V-R training and Exp. III for that of S (stimulus figure)-V training.
The general procedure used in three experiments was as follows: In phase 1, S-V training, Ss were trained to label “Tuki” (Moon) to Figure A and B, and “Umi” (Sea) to Figure C and D. In phase 2, V-R training, the Ss learned to associate “Tuki” with a right key pressing response, and “Umi” with a left one. In phase 3, the motor-response training, they learned to associated Figure A with the right key pressing response and Figure C with the left one. Immediately after the training, the mediation test was administered in which the Ss were required to make the motor response to four figures (Figure A, B, C and D), and the motor response to Figure B or D was scored as the mediated response if it was the same response as that to the figure (Figure A or C) having the common label.
In Exp. I, a 3 (Treatment)×2 (Age) factorialdesign was used. Treatment factor involved three groups: For Gr. L_I was given the V-R training designed as a stage of chained paradigm mentioned above in the phase 2; for Gr. L_II, in the phase 2, the V-R training designed as a stage of unchained paradigm (using “Mame” (Bean) and “Niwa” (Garden) as labels); for Gr. C, in the phase 1, the neutral task to observe four figures presented successively without labeling. Age factor involved two age groups, 60 preschoolchildren and 60 second graders. Learning criterion in the phase 1 was 12 consecutive correct responses (C. C. R.) and that in the phase 2 was 8 C. C. R., and the phase 3 consisted of six trials. In Exp. II, 66 preschoolchildren were divided into three treatment groups: Gr. M-L was subjected V-R training to low criterion (4 C. C. R.); Gr. M-M to middle criterion (8 C. C. R.); Gr. M-H to high criterion (8 C. C. R.+16 correct responses). In Exp. III, the Ss, 66 preschoolchildren, were subjected S-V training to different criterions: Gr. L-M to low criterion (6 C. C. R.); Gr. M-M to middle criterion (12 C. C. R.); Gr. H-M to high criterion (12 C. C. R.+24 correct responses).
The main findings were as follows: (1) There was no significant difference in the number of mediated responses among three groups in preschoolchildren, while in second graders Gr. L_I made more mediated responses than Gr. L_II and C. This findings revealed that preschoolchildren still remained at the stage of mediational deficiency in spite of the administeration of V-R training in accordance with chained paradigm, (2) the overlearning in V-R training in preschoolchildren had no effect to increase the number of mediated responses (Exp. II), while the over-learning in S-V training had the facilitative effect (Exp. III). These facts suggest that the strengthening of S-V association had the effect to facilitate mediational performance in young children.
Right : In 3 experiments, children of 5 or 7 years old were successively given S (stimulus figure) -V (label) training, V-R (motor response) training, S-R training and the mediation test in accordance with modfied 3-phases mediation paradigms. It was found that in children of 5 years old V-R training had no significant effect on the occurence of the mediated responses, while in children of 7 years old it had the facilitative effect on it, and that in 5 years the overlearning in V-R training had no effect on the mediational performance, while the overlearning in S-V training had the facilitative effect.

Abstract

In 3 experiments, children of 5 or 7 years old were successively given S (stimulus figure) -V (label) training, V-R (motor response) training, S-R training and the mediation test in accordance with modfied 3-phases mediation paradigms. It was found that in children of 5 years old V-R training had no significant effect on the occurence of the mediated responses, while in children of 7 years old it had the facilitative effect on it, and that in 5 years the overlearning in V-R training had no effect on the mediational performance, while the overlearning in S-V training had the facilitative effect.

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