対二項差課題における言語と類概念の発達 類否定課題および等価性課題との関連

松村 暢隆

doi:10.4992/jjpsy.51.301

対二項差課題における言語と類概念の発達

類否定課題および等価性課題との関連

松村暢隆

著者情報

ジャーナルフリー

1981 年 51 巻 6 号 p. 301-309

DOI https://doi.org/10.4992/jjpsy.51.301

詳細

発行日: 1981/03/20 受付日: 1980/02/26 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 : The purpose of this study is to investigate the development of language and class concepts in the “Difference-from-a-Pair (D. P.) Task”, and its relation to the Class Negation Task and the Equivalence Task.
In Experiment I, the subjects were 4-, 5- and 6-year-olds. In the D. P. Task, the experimenter indicates with magnets two figures and the subject selects ones that are in some way the same as (or quite different from) both of them. In the Class Negation Task, the subject selects ones that are “not a blue circle”, “not a circle and not blue”, etc. The words “different from” and “not” are represented in the same Japanese word “to-chigau”.
The main results were as follows.
(1) In the D. P. Task, there was no difference in difficulty between Panel A and B. The stage of “similarity-to-one” was attained at the age of five or six, and the “juxtaposion” response incresed at five. But the “similarity-to-two” responses were not many even at six. The “difference-from-one” response was attained at five. The “juxtaposition” and “difference-from-two” responses gradually increased with the age, but correct responses were few.
(2) In the Class Negation Task, “two-dimensional affirmation” was attained from four (with Panel B from five: the concept “middle” was difficult). The “one-dimensional negation” was possible from four or five, and the “two-dimensional negation” from five or six.
(3) Comparing the two tasks, the “two-dimensional affirmation” preceded “similarity-to-two”, and “two-dimensional negation” preceded “difference-from-two”.
In Experiment II, the subjects weer 7-, 8- and 9-year-olds. In the D. P. Task, the subject selects ones that are different from both of the two in shape (or in shape and pattern), etc. In the Equivalence Task, the subject verbalizes the similarity or difference between one object (ex. a cat) and another one or other two (ex. an ant and a butterfly).
The results were as follows.
(1) In the D. P. Task, there was no difference in difficulty between Panel A and B. The “one-dimensional similarity-to-two” was possible from the age of seven, the “one-dimensional difference-from-two” at about eight, and the “two-dimensional difference-from-two” at about nine.
(2) In the Equivalence Task, the “similarity-to-one” was possible at about seven, and the “similarity-to-two” at nine (when the words in the response were given, at seven). The “difference-from-one” was possible at seven, and the “difference-from-two” at seven or eight. The “juxtaposition” appeared at seven and eight.
(3) Comparing the two tasks, the selection of the objects which were the same as a pair (in one dimension) preceded the verbalization of the similarity between an object and the other two. Concerning the “difference”, the relation was opposite.
From these results, we found these developmental trends: in the D. P. Tasks, from considering only one object to considering two objects successively and to considering two objects simultaneously, and from considering only one dimension of two objects to considering two dimensions of two objects. This represents the conceptual developmental direction of “multi-dimensionalization” (one of “abstraction”), which is also represented in the other two tasks.
Right : This study examines the development of language and class concepts in the task in which the subject selects ones that are the same as or different from two objects. In Experiment I, subjects were 4-, 5- and 6-year-olds. The “similarity-to-(or difference-from-) one” responses were possible from five years old. The “juxtaposition” and “similarity-to-(or difference-from-) two” increased with the age but the latter was difficult. In Experiment II, subjects were 7-, 8- and 9-year-olds. The “one-dimensional similarity-to-two” was possible from seven, the “one-dimensional difference-from-two” at eight, and the “two-dimensional difference-from-two” at about nine. These developmental trends toward considering two objects or two dimensions of two objects simultaneously represent “multi-dimensionalization”, which is also represented in the Class Negation Task and the Equivalence Task.

抄録

This study examines the development of language and class concepts in the task in which the subject selects ones that are the same as or different from two objects. In Experiment I, subjects were 4-, 5- and 6-year-olds. The “similarity-to-(or difference-from-) one” responses were possible from five years old. The “juxtaposition” and “similarity-to-(or difference-from-) two” increased with the age but the latter was difficult. In Experiment II, subjects were 7-, 8- and 9-year-olds. The “one-dimensional similarity-to-two” was possible from seven, the “one-dimensional difference-from-two” at eight, and the “two-dimensional difference-from-two” at about nine. These developmental trends toward considering two objects or two dimensions of two objects simultaneously represent “multi-dimensionalization”, which is also represented in the Class Negation Task and the Equivalence Task.

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