心理学研究
Online ISSN : 1884-1082
Print ISSN : 0021-5236
ISSN-L : 0021-5236
32 巻, 4 号
選択された号の論文の15件中1~15を表示しています
  • 北野 栄正
    1961 年 32 巻 4 号 p. 193-201
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
    Classifying the various responses to appetite for food into five categories of act, object, instrument, affective and neutral responses, we selected fifty phrases, ten for each category, for sentences used as the material to be memorized by the subjects. The subjects were made to recall them in both successive and serial reproduction, six times with the intervals of ten minutes, after the food deprivation periods of one, three, six and nine hours. The purpose of this experiment was to study (1) the relationship between the memory traces and the needs from environmetal conditions, and (2) the selective recall which appears in the memory traces affected by needs.
    The results are as follows:
    1) The more intense the needs are as the inner environmental condition, the more reinforced and supported are the memory traces. In addition, the group effect as the outer environmental condition further enhances the same effect.
    2) If the needs are less intense, the memory traces due to instrument response are the most numerous, those due to object response succeeding them in number, and those due to neutral response follow; the support of the memory traces form act response and affective response is comparatively slight.
    3) But, according as the needs as inner environmental condition become intense, the memory traces show a tendency to be strongly supported by object response and affective response for satisfying the needs. On the other hand, such variable factors in the outer environmental condition as the socio-competitive attitude and tension between groups inhibit such tendency, and produce the same effect upon the memory traces as if the needs are less intense.
  • 村田 孝次
    1961 年 32 巻 4 号 p. 202-215
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
    Non-imitative linguistic utterances of 16 one-year-old Japanese children, which were recorded by their mothers using the time-sampling technique (5 successive days, 30min. a day), were analysed. Among the total of 16 children, 8 were 1; 0-1; 3 (the first half period) and the remaining were 1; 7-1; 11 (the latter half period) of age. The number of boys and of girls was equated in each group. Two major aspects of speech were studied independently: 1) Syntactical structures of speech; 2) Interpersonal-instrumental functions. Tentative conclusions are as follows:
    I Syntactical structures of speech. 1) The number of utterances increases quickly in. the latter half period of the second year; 2) The fact depends on the increment of word-chain utterances; 3) The length of word-chain utterances extends enormously in the latter half period; 4) The constituents of Japanese sentences can be syntactically classified into two kinds of “minimal free forms”, namely, “content words” and “clitics”. Clitics are usually used in order to make a complete Japanese sentence. The word-chain utterances of children in the first half period of the second year of life involve many of those utterances which consist of the mosaic arrays of content words only. But in the latter half period, some clitics appear and the formation of syntactical structure is now undertaken; 5) In this period, there appears some “modifier-modified” relation between content words which are temporally contiguous with each other; 6) The “baby-talk” begins to give way to the “adult language” towards the latter half period. This phenomenon may be intimately related to the formation of sentences, because “little language” are agrammatical and asyntactical in nature.
    II Interpersonal-instrumental functions. 7) “Mands” are dominant in the second year period, and toward the latter half period they still increase; 8) “Action-cues” decrease toward the latter half period; 9) A “Mand” has a social function but an “action-cue” has not, and so, social utterances are said to increase toward the latter half period; 10) Gestures which are indispensable on the part of the hearer to understand the “meanings” of the given utterances, decrease in the latter half period; 11) “Demonstratives” are lacking in the first half period, whereas in the latter half period, some of them, especially denoting “thing itself;” or “place” which lie in a short distance from the speaker (in English, “this” and “here”), are uttered rather frequently; 12) The utterances of those absent “here” and “now” in the first half period are all concerned with those which are related to a gastro-intestinal drive. But in the latter half period, there appear beside them the utterances of “bland” which are not related to that drive, and also some “reports” of past events, of nonexistent things, and of those imagined or intended.
  • 再認法による (2)
    田中 敏隆
    1961 年 32 巻 4 号 p. 216-222
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
    The present study is the second report on the developmental study on the comparison of similarity of figures which change in direction and arrangement of elements through recognition method. The purpose of this study is to experiment with the figures through the recognition method using the same figures as in the previous paper (4) in which the simultaneous choice method was used, and to compare the result with those of the simultaneous choice method, with a view to attempting a more advanced analyses of the developmental characteristics of the comparison of simirality of figures which change in direction and arrangement of elements.
    Procedure and subjects: The four sets of figures used in the present study were the same as in the previous study. Each set consisted of the standard figure and four elective figures. In the first place the standard figure was presented to the subject for ten seconds and then it was removed. In the second place the elective figures were presented. The subject was asked to select from the latter the one which had the greatest similarity to the former. The subjects amounted to the total of 652 ranging from kindergarten children to adults.
    Results with kindergarten children:
    a) The importance of the form of a dominant element was not recognized when a standard figure was presented in tilted position.
    b) The preference for a reversal figure was recognized in all the experimental conditions.
    c) Tendency to ignore an “elementary” figure was recognized in all the experimental conditions.
    d) Tendency to ignore a semi-reversal figure more by kindergarten children than by adults was recognized in all the experimental conditions.
    The above-mentioned results with kindergarten children were similar to the previous paper, but a somewhat different result from the previous one was that the reversal figures were chosen by the recognition method of the present study more preferentially than by the simultaneous choice method of the previous study.
    Results with adults:
    Figures chosen as similar by adults were so determined by the combination of three factors of the standard figure-colour, direction and form-, that the changes of the diretion of standard figures had little influence on determining similarity of the figures. This result was the same as in the previous paper, but in the recognition method figures chosen as similar by adults were determined much more by the recognition of reorganization than by the simultaneous choice method.
    The adult's characteristics in the recognition of similarity of figures (the establishment of principle that the changes of the direction of standard figures had little influence on finding similarity of the figures) were observed to begin at the third grade (the ages of 8-9) in primary school. But in the simultaneous choice method of the previous paper the adult's characteristics had begun to appear between the second grade (the ages of 7-8) and to the fourth grade (the ages of 9-10) in primary school.
  • 副島 羊吉郎
    1961 年 32 巻 4 号 p. 223-231
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
    This report contains four experiments on thinking process in the geometrical problem……“When two points, A and B, are on one side of a straight line XY, find a point P on XY so that AP+BP is shortest.” These experiments were designed to examine the role of a point of symmetry in the original problem-solving, chiefly in view of the direction of line and points, the effect of which T. Obonai found in the Figugre Dividing Test. Exp. I attempted to clarify how much the superior students in mathematics use “symmetry” in this problem-solving, when they have not learned about it at school. Ss were 10 junior high school pupils. The result was very unfavourable. Exp. II was designed to clarify how much the normal children who have not learned about “symmetry” response symmetrically to simple geometrical figures, when they were allowed to response freely to them. Each figure was given twice in different directions, vertical and horizontal. Ss were 88 elementary school children and 38 junior high school pupils. As a result, the symmetric responses were found more than expected and the difference between the number of the symmetric responses in the vertical direction and that in the horizontal was significant. Exp. III was planed to verify, in the original problem, the effect of different directions of figures which was clarified in Exp. II. Ss were 96 junior high school pupils. The result showed that the effect of direction was found as expected. Exp. IV was for the verification, in two other geometrical problem, of the fact which was found in Exp. III. Ss were 196 junior high school pupils. In Exp. III, IV, Ss were divided into four homogenious groups. The main findings were as follows:
    (i) Some degree of effect of the direction of lines or points in the thinking process was generally found in geometrical problem-solving. Especially the vertical direction of line was more favourable to Ss than the horizontal in the case of the original problem.
    (ii) Generally, when the key of the geometrical problem was exposed perceptually by the direction of its figure, the problem was solved easily, but when not, it was difficult to solve.
    (iii) When the structure of a problem, as in the original problem, called the subject's attention to the part where the key for solving was not given even the necessary response for its solution, such as symmetric response which appears easily every day, was suppressed and the problem was hard to solve.
  • 平井 久, 春木 豊, 酒井 誠
    1961 年 32 巻 4 号 p. 232-253
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 254-258
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 270a
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 270b
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 270c
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 270d
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 270e-271
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 271-272
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 272a
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 272b
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
  • 1961 年 32 巻 4 号 p. 272c
    発行日: 1961年
    公開日: 2010/07/16
    ジャーナル フリー
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