幼児の自由再生に及ぼす刺激提示法とカテゴリー名の効果

抄録

The purpose of this study was to investigate the effects of three independent factors on the free recall of categorized items performed by 5-year-old subjects. Three factors were simultaneous versus successive presentation methods, blocked versus random presentation conditions and presence or absence of category names. Both simultaneous and blocked presentations improved free recall, the latter facilitating the organization in recall. Clustering scores under the simultaneous and blocked presentation was greater than under the successive and blocked presentation. The provision of category names affected recall only under the successive presentation. The results were discussed in relation to the characteristics of the preoperational stage of cognitive development.