逆転移行課題での反応様式とパーフォマンスに及ぼす媒介活性化教示の効果

丸野 俊一

doi:10.4992/jjpsy.46.324

THE EFFECT OF MEDIATION-GENERATIVE INSTRUCTIONS UPON THE PERFORMANCE AND LEARNIN MODES IN REVERSAL SHIFT

SYUNICHI MARUNO

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JOURNAL FREE ACCESS

1976 Volume 46 Issue 6 Pages 324-332

DOI https://doi.org/10.4992/jjpsy.46.324

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Published: March 31, 1976 Received: July 03, 1975 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 : The present study was designed to analyze the effect of mediation-generative instructions upon the performance and learning modes in reversal shift. Prior-instructions (conditions) which increase the likelihood isolating and utilizing the stimulus dimensions were given Ss as follows: (a) Instructions to generate a visual image of the stimulus pair member (Verbal), (b) presentation of the picture of the stimulus pair member (Pictorial), (c) the presentation and the instructions were given together (Pictorial-Verbal) or (d) neither Pictorial nor Verbal instructions were given (Control). 100 junior high school students were given reversal shift with verbal materials containing two dimensions simultaneously. After the shift problem was completed, the level of information-processing of Ss was determined by some questions designed to see whether the common concept was identified. Depending upon the assessed level of information-processing Ss were classified into the following three groups: (1) Conceptual learning mode group, the members of which could utilize the common concept, (2) responseswitching learning mode group, the member of which reported the use of a rule such as “doing the opposite” without utilizing the common concept, and (3) associative learning mode group, the members of which picked up the correct reinforced word one by one without utilizing the common concept or using a rule such as “doing the opposite”.
The main results were as follows: (1) In the Pictorial-Verbal, Verbal, Pictorial groups (in order), the mediational mode responses (conceptual, response-switching learning mode) were found more numerous than the associative learning mode, while in the Control group the inverse was true. (2) In the group that efficient mediational mode responses were found more numerous (in order, Pictorial-Verbal, Verbal, Pictorial, Control groups), the shift problem was easy. (3) In the original problem, the conceptual learning mode group learned faster than both the response-switching and associative learning mode groups, but there was no significant difference between the response-switching and associative learning mode groups. (4) In the shift problem, both the conceptual and response-switching learning mode groups learned faster than the associative learning mode group, but there was no significant difference between the conceptual and response-switching learning mode groups.
From these findings, it was suggested that whichever learning mode Ss utilize in the reversal shift process depends upon the depth of information-processing at the end of original problem, and the speed of learning in the shift problem depends upon the frequency of an efficient mediational mode.
Right : The purpose of the present study was to investigate the effect of mediation-generative instructions upon the performance and learning modes in reversal shift with verbal materials. Prior-instructions were given to Ss as follows: (a) Instructions to generate a visual image of the stimulus pair member (Verbal), (b) presentation of the picture of the stimulus pair member (Pictorial), (c) the presentation and the instructions were given together (Pictorial-Verbal), or (d) neither Pictorial nor Verbal instructions were given (Control). In the Pictorial-Verbal, Verbal, Pictorial groups (in order), the mediational mode responses (conceptual, response-switching learning mode) were found more numerous than the associative learning mode, while in the Control group the inverse was true. In the group that efficient mediational mode responses were found more numerous, the shift problem was easy. These results were interpreted in terms of the depth of information-processing of Ss.

Abstract

The purpose of the present study was to investigate the effect of mediation-generative instructions upon the performance and learning modes in reversal shift with verbal materials. Prior-instructions were given to Ss as follows: (a) Instructions to generate a visual image of the stimulus pair member (Verbal), (b) presentation of the picture of the stimulus pair member (Pictorial), (c) the presentation and the instructions were given together (Pictorial-Verbal), or (d) neither Pictorial nor Verbal instructions were given (Control). In the Pictorial-Verbal, Verbal, Pictorial groups (in order), the mediational mode responses (conceptual, response-switching learning mode) were found more numerous than the associative learning mode, while in the Control group the inverse was true. In the group that efficient mediational mode responses were found more numerous, the shift problem was easy. These results were interpreted in terms of the depth of information-processing of Ss.

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