推理判断能力の発達と眼球運動の関係

服部 素子

doi:10.4992/jjpsy.51.241

THE DEVELOPMENT OF CHILDREN'S INFERENCE ABILITIES IN THEIR RELATION TO EYE-MOVEMENTS

MOTOKO HATTORI

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JOURNAL FREE ACCESS

1980 Volume 51 Issue 5 Pages 241-249

DOI https://doi.org/10.4992/jjpsy.51.241

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Published: January 20, 1981 Received: January 16, 1980 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 purpose of this study was to examine the development of children's ability with special inference to their eye-movements.
Method: Subjects were 88 children of kindergartners, second- and sixth-graders. In the first (Memory) task, they were required to memorize a two (yellow and green) by two (cross and triangle) multiplicative logical stimuli (M-type of Fig. 1). In the second (Inference) task, based on the four figures of Memory task, subjects were asked to draw an affirmative, partially negative, and negative inference from two pairs of figures (I-type of Fig. 1), i.e., an upper-set (yellow-cross and green-triangle) and a lower-set (green-triangle and green-cross). Finally, in the third (Comparison) task, they were asked to draw a partially negative inference from four figures where a blue- and a red-triangle were substituted for the two green-triangles in Inference task (H-type of Fig. 1).
Apparatus: A stand type ophthalmograph by photographic recording of corneal reflection light (Osaka, 1973) was used with the maximum recording time of 7s. The dependent variables of eye-movements were numbers of paired comparison and of fixation.
Results obtained were as followings:
(a) Correct responses of Inference task increased with ages (Table 1 and Fig. 2).
(b) Kindergartners showed many repetitive and mini-eye movements when they scanned stimuli.
(c) The most remarkable change in scanning pattern appeared between kindergartners and second-graders, with increasing weight of internalizing perceptual activities (VC of Fig. 3, and Fig. 5).
(d) Scanning by peripheral vision appeared only among sixth-graders (Fig. 5).
(e) Finally, in the second- and sixth-graders, subjects who answered correctly in Inference task showed a different pattern of eye-movements from subjects who made wrong answers (Figs. 4, 5 and 6).
These findings were discussed with reference to Piagetian theory of development.
Right : Eighty-eight children (kindergartners, second- and sixth-graders) were successively given three (Memory, Inference and Comparison) tasks, and their eye-movements were recorded. In Inference task, subjects were asked to draw an affirmative, partially negative, and negative inference from two lines of figure series which were divided into an upper-set (yellow-cross and green-triangle) and a lower-set (green-triangle and green-cross). It was found that, whereas second-graders began to show the different way of scanning from kindergartners during Inference task, scanning by peripheral vision appeared only for sixth-graders, and a difference has been shown between pattern of eye-movements to correct and wrong answers in those two elder groups, but no such difference was obtained in kindergartners.

Abstract

Eighty-eight children (kindergartners, second- and sixth-graders) were successively given three (Memory, Inference and Comparison) tasks, and their eye-movements were recorded. In Inference task, subjects were asked to draw an affirmative, partially negative, and negative inference from two lines of figure series which were divided into an upper-set (yellow-cross and green-triangle) and a lower-set (green-triangle and green-cross). It was found that, whereas second-graders began to show the different way of scanning from kindergartners during Inference task, scanning by peripheral vision appeared only for sixth-graders, and a difference has been shown between pattern of eye-movements to correct and wrong answers in those two elder groups, but no such difference was obtained in kindergartners.

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