子どもの概念分類行動における等価性・差異性前訓練およびラベルと年齢の効果
1978 年 49 巻 2 号 p. 93-98
詳細
1978 年 49 巻 2 号 p. 93-98
260 children of four age groups (their mean ages were 3:10 for Group 1, 4:10 for Group 2, 5:11 for Group 3, 7:0 for Group 4, respectively) were given the equivalence or the distinctiveness pretraining either with or without verbal labels of their conceptual categories, or the no training control. Then they were given a conceptual sorting task which required them to sort the same instances as used in pretraining on the basis of their conceptual categories. The Group 1 and the Group 4 children could take no advantage of the pretraining treatments. The equivalence pretraining was effective for the Group 2 children and labeling facilitated the learning of the conceptual sorting task for the Group 3 children. These results were argued in terms of the subjects' ability to use equivalence and labels as a mediator to learn the sorting task.
