TRAINING ON CLASS INCLUSION PROBLEMS

GIYOO HATANO; KEIKO KUHARA

doi:10.4992/psycholres1954.14.61

GIYOO HATANO, KEIKO KUHARA

著者情報

ジャーナルフリー

1972 年 14 巻 2 号 p. 61-69

DOI https://doi.org/10.4992/psycholres1954.14.61

詳細

Published: 1972 Received: 1972/05/19 Available on J-STAGE: 2009/02/24 Accepted: - Advance online publication: - Revised: -
訂正情報
訂正日: 2009/02/24 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : 13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not AAB and AAB are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double classification and/or visualization of relationships. Against a fairly strict criterion, 8 Ss acquired not merely the “inclusion response, ” but a true grasp of inclusive relation. Variability of logical relations in the training and two ‘prompting questions’ concerning AA B and AAB seemed to be essential components of this effective program.
Right : 13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not A∧B and A∧B are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double classification and/or visualization of relationships. Against a fairly strict criterion, 8 Ss acquired not merely the “inclusion response, ” but a true grasp of inclusive relation. Variability of logical relations in the training and two ‘prompting questions’ concerning A∧B and A∧B seemed to be essential components of this effective program.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 引用文献情報訂正内容: Wrong : AHR, P. R., & YOUNLSS, J. 1970 Reasons for failure on the class inclusion problem. Child Develpm., 40, 131-143.
HATANO, G. 1971 A developmental approach to concept formation: A review of nco-Piagetian learning experiments. Dokkyo Univ. Bull. Liber. Arts & Educ., 5, 59-76.
IIJIMA, F. 1966 The understanding of the logic of classes and number in the child. Jap. psychol. Res., 8, 161-169.
INHELDER, B., & PLACET, J. 1964 The early growth of logic in the child. London: Routledge and Began Paul.
INIIEL. DER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. H. Mussen, et al. (Eds.), Trends and issues in developimental psychology. New York: Holt, Rinehart and Winston, Pp. 2-21.
KOHNSTAMM, G. A. 1967 Piaget's analysis of class inclusion; right or wrong? Hague: Mouton.
MORF, A. 1959 Apprentissage d'une structure logique concrete (Inclusion): effects et limits. In J. Piaget (Ed.), Etudes d'dpistdmologiegdnitique. 9., Paris: Presses Universitaires de France, Pp. 15-83.
PIAGET, J., & SZEMINSKA, A. 1952 The child's conception of number. Routledge and Began Paul.
WOHLWILL, J. F. 1968 Responses to class inclusion questions for verbally and pictorially presented items. Child Develpm., 39, 449-465.

Right : AHR, P. R., & YOUNISS, J. 1970 Reasons for failure on the class inclusion problem. Child Develpm., 40, 131-143.
HATANO, G. 1971A developmental approach to concept formation: A review of neo-Piagetian learning experiments. Dokkyo Univ. Bull. Liber. Arts & Educ., 5, 59-76.
IIJIMA, F. 1966 The understanding of the logic of classes and number in the child. Jap. psychol. Res., 8, 161-169.
INHELDER, B., & PIAOET, J. 1964 The early growth of logic in the child. London: Routledge and Kegan Paul.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. H. Mussen, et al.(Eds.), Trends and issues in developmental psychology. New York: Holt, Rinehart and Winston, pp.2-21.
KOINSTAMM, G. A. 1967 Piaget's analysis of class inclusion; right or wrong? Hague: Mouton.
MORF, A. 1959 Apprentissage d'une structure logique concrete (Inclusion): effects et limits. In J. Piaget (Ed.), Etudes d'epistemologiegenetigue. 9., Paris: Presses Universitaires de France, pp.15-83.
PLACET, J., & SZEMINSKA, A. 1952 The child's conception of number. Routledge and Kegan Paul.
WOHLWILL, J. F. 1968 Responses to class inclusion questions for verbally and pictorially presented items. Child Develpm., 39, 449-465.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: PDFファイル訂正内容: -

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : 13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not A∧B and A∧B are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double classification and/or visualization of relationships. Against a fairly strict criterion, 8 Ss acquired not merely the “inclusion response, ” but a true grasp of inclusive relation. Variability of logical relations in the training and two ‘prompting questions’ concerning A∧B and A∧B seemed to be essential components of this effective program.
Right : 13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not AΛB and AΛB are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double classification and/or visualization of relationships. Against a fairly strict criterion, 8 Ss acquired not merely the “inclusion response, ” but a true grasp of inclusive relation. Variability of logical relations in the training and two ‘prompting questions’ concerning AΛB and AΛB seemed to be essential components of this effective program.

訂正日: 2009/02/24 訂正理由: - 訂正箇所: 引用文献情報訂正内容: Wrong : AHR, P. R., & YOUNISS, J. 1970 Reasons for failure on the class inclusion problem. Child Develpm., 40, 131-143.
HATANO, G. 1971A developmental approach to concept formation: A review of neo-Piagetian learning experiments. Dokkyo Univ. Bull. Liber. Arts & Educ., 5, 59-76.
IIJIMA, F. 1966 The understanding of the logic of classes and number in the child. Jap. psychol. Res., 8, 161-169.
INHELDER, B., & PIAOET, J. 1964 The early growth of logic in the child. London: Routledge and Kegan Paul.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. H. Mussen, et al.(Eds.), Trends and issues in developmental psychology. New York: Holt, Rinehart and Winston, pp.2-21.
KOINSTAMM, G. A. 1967 Piaget's analysis of class inclusion; right or wrong? Hague: Mouton.
MORF, A. 1959 Apprentissage d'une structure logique concrete (Inclusion): effects et limits. In J. Piaget (Ed.), Etudes d'epistemologiegenetigue. 9., Paris: Presses Universitaires de France, pp.15-83.
PLACET, J., & SZEMINSKA, A. 1952 The child's conception of number. Routledge and Kegan Paul.
WOHLWILL, J. F. 1968 Responses to class inclusion questions for verbally and pictorially presented items. Child Develpm., 39, 449-465.

Right : AHR, P. R., & YOUNISS, J. 1970 Reasons for failure on the class inclusion problem. Child Develpm., 40, 131-143.
HATANO, G. 1971 A developmental approach to concept formation: A review of neo-Piagetian learning experiments. Dokkyo Univ. Bull. Liber. Arts & Educ., 5, 59-76.
IIJIMA, F. 1966 The understanding of the logic of classes and number in the child. Jap. psychol. Res., 8, 161-169.
INHELDER, B., & PIAGET, J. 1964 The early growth of logic in the child. London: Routledge and Kegan Paul.
INHELDER, B., & SINCLAIR, H. 1969 Learning cognitive structures. In P. H. Mussen, et al.(Eds.), Trends and issues in developmental psychology. New York: Holt, Rinehart and Winston, Pp.2-21.
KOHNSTAMM, G. A. 1967 Piaget's analysis of class inclusion; right or wrong? Hague: Mouton.
MORF, A. 1959 Apprentissage d'une structure logique concrete (Inclusion): effects et limits. In J. Piaget (Ed.), Etudes d'épistémologiegénétigue. 9., Paris: Presses Universitaires de France, Pp.15-83.
PIAGET, J., & SZEMINSKA, A. 1952 The child's conception of number. Routledge and Kegan Paul.
WOHLWILL, J. F. 1968 Responses to class inclusion questions for verbally and pictorially presented items. Child Develpm., 39, 449-465.

抄録

13 5-6-year-olds were trained on class inclusion problems as representative of tasks concerning the grasp of logical relations. Training program consisted mainly of presenting two classes having inclusive, mutually implicational or partly overlapping relation, asking their numerical comparison, asking whether or not AΛB and AΛB are empty, giving feedback and explanation, and, where indicated by S' response pattern, auxiliary training in double classification and/or visualization of relationships. Against a fairly strict criterion, 8 Ss acquired not merely the “inclusion response, ” but a true grasp of inclusive relation. Variability of logical relations in the training and two ‘prompting questions’ concerning AΛB and AΛB seemed to be essential components of this effective program.

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