コミュニケーション行動における編集の発達

木下 芳子

doi:10.4992/jjpsy.51.171

木下芳子

著者情報

ジャーナルフリー

1980 年 51 巻 4 号 p. 171-178

DOI https://doi.org/10.4992/jjpsy.51.171

詳細

発行日: 1980/11/20 受付日: 1979/08/17 J-STAGE公開日: 2010/07/16 受理日: - 早期公開日: - 改訂日: -
訂正情報
訂正日: 2010/07/16 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : This experiment aimed to clarify characteristics of communicative behavior in children, especially whether children edit their own message in communicating to others. Sixty-four second grade children, 66 fifth grade children and 63 undergraduates participated in the experiment.
In the first session (encoding session), subjects were asked to encode verbally each of 16 graphic figures under two of the following three encoding conditions: social-communicative, self-memorial and associative. In the social-communicative condition they were asked to encode each figure so that another person would be able to identify it from an array of 16 figures. In the self-memorial condition they were asked to encode each figure so that they would later be able to identify the figure if they were given their own code. In the associative condition, they were required to write the first word which came to their mind for each figure.
Two weeks later the second session (decoding session) was administered. Each subject was given a booklet containing four pages of codes by himself/herself as well as by other subjects and a sheet of paper containing all the 16 figures. The task was to match each code with one of the figures. Findings were as follows:
1. There was no significant difference among the three encoding conditions when subjects responded to their own codes.
2. When subjects responded to codes of others of the same grade, there was no significant difference among the three conditions for second graders. But fifth graders and undergraduates correctly identified more figures in the social-communicative condition than in the self-memorial condition.
3. Self-memorial codes were more communicative than associative ones for fifth graders and undergraduates. But statistically significant differences were obtained only in the case of undergraduates.
4. Among fifth graders and undergraduates, the mode of encoding improved in the order of the social-communicative, self-memorial, and associative conditions.
Right : Children of second and fifth grades and undergraduate students were asked to encode verbally each of 16 figures under two of the following three instructions: social-communicative, self-memorial, and associative. Two weeks later, they attemped to match their own codes and those of other subjects with the correct figures. In the second grade subjects no significant difference was found in communicability of codes under the three conditions. In the fifth grade subjects social-communicative codes were more communicative to others than self-memorial or associative ones. In the case of the undergraduates the order of communicability was social-communicative, self-memorial and associative. Differences in content and mode of encoding under the social-communicative, self-memorial and associative conditions were also analyzed.

抄録

Children of second and fifth grades and undergraduate students were asked to encode verbally each of 16 figures under two of the following three instructions: social-communicative, self-memorial, and associative. Two weeks later, they attemped to match their own codes and those of other subjects with the correct figures. In the second grade subjects no significant difference was found in communicability of codes under the three conditions. In the fifth grade subjects social-communicative codes were more communicative to others than self-memorial or associative ones. In the case of the undergraduates the order of communicability was social-communicative, self-memorial and associative. Differences in content and mode of encoding under the social-communicative, self-memorial and associative conditions were also analyzed.

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訂正情報

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