巻号一覧
33 巻, 3 号
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渡辺 十四生1962 年 33 巻 3 号 p. 125-132
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーThe concept of closure means a tendency on the part of an organism perceptually to complete stimulus presentations which are physically incomplete. But, when any one outline figure is very incomplete the tendency to perceive each part separately is stronger than to see the parts in a unitary manner. The general purpose of the present study is to determine whether or not, in the case of a diamond outline figure, the tendency toward closure could be psychophysically measured. It is possible, in the case of a diamond, to measure the threshold of closure as the percentage of the perimeter of the figure presented compared with that of a complete one. The threshold of closure was defined by Bobbitt (1) as that point in the series which represents the transition between forms having the quality of twoness and those having the quality of oneness. In the present study, the threshold of closure was measured for six different kinds of diamond having small or large apex angle. The apex angles (vertical angles) were respectively 40°, 50°, 60°, 70°, 80° and 90°. The exposure time interval of stimulus figures was a tenth of a second.
The main results were as follows:
1) Since the threshold of closure, in the case of diamond figures, is a very stable one, it is possible psychophysically to measure the phenomenon of closure.
2) For the diamonds used here, the size of threshold varied directly with the size of the apex angle, i.e., the figure with the smallest apex angle had the lowest threshold, the figure with the largest apex angle had the highest one.
3) However, the data of this study indicate that the important determinants of the location of the threshold include not only the angular characteristics of the figure, but the degree of proximity between the angles of the two jointed lines representing the opposite side of the diamond, and that the larger the angle of the opposite sidelines are, the more effective the factor of proximity is.
4) It must be emphasized that the angular characteristics which are important are those of the really perceived lines, not of the imaginary ones.抄録全体を表示PDF形式でダウンロード (1267K) -
杉村 健1962 年 33 巻 3 号 p. 133-140
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーAn experiment was designed to determine the effect of degree of original learning and time interval between two tasks on response shift.
Ninety-six boys, aged from 15 to 19 years old, were trained on a simple two-choice size (or color) discrimination problem (Fig. 1) to reach either one of the three performance levels; 3 successive correct responses, 5 successive correct responses, and 10 successive correct plus 20 correct responses. Immediately after reaching the respective learning criteria, half of Ss was given the shifted, color (or size) discrimination problem under the same stimulus sets, without added instructions. The other half was given the same shifted discrimination problem after a 30-minute rest. This is, what is called, a ‘nonreversal’ shift in which the relevant cue was reversed to a different dimension. The learning criterion in the shifted problem was 10 successive correct responses for all Ss.
Ss made almost no errors in the original problem after 5 successive correct responses had been attained (Table 1). Thus, three different criteria in the original problem seem to correspond respectively to the early, asymptotic, and overlearning stages in the original learning. Response shift was easier in the 30 minute-rest groups than in the no-rest groups (Table 2 and Fig. 2). The findings agreed with Stevenson and Weir's results. However, the effect of a 30-minute rest was significant only when Ss were trained on a criterion of 5 successive correct responses on the original problem. The superiority of response shift in the 30 minute-rest groups may be explained by weakening of S-R connections in the original problem during rest (Table 4, a), and expectancy of change in the relevant cue. Ease of response shift in the no-rest groups indicated a ∩ shaped function of degree of original learning, and confirmed our two-factor theory of learning; that is, specific S-R connections in eary stages of the original learning have negative effects, while discrimination or learning sets acquired in later stages have positive effects on the shifted discrimination learning. Based on the data obtained from the overtrained groups (10+20) some elaborations of our theory were attempted, and relationships of the discrimination set to Wyckoff's observing responses were discussed. It was indicated that relationships of resistance to extinction to the number of acquisition trials were similar to those of response shift to degree of original training.抄録全体を表示PDF形式でダウンロード (1506K) -
休止前学習量を増加した場合前田 三郎1962 年 33 巻 3 号 p. 141-149
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーThis research is a second study to test the hypotheses concerning the existence of SIR in motor learning which have been formulated by the present author (24). Junior high school pupils were asked to write 26 or 18 alphabet letters upside down as fast as they could. The pre-rest training was either distributed (DP) or massed (MP) using the work limited method and the pos-trest training was by the time-limited method. Two groups (M-M and D-M) were given the massed practice after the formal rest (10min) in Experiment 1 and other two groups (M-D and D-D) were given distributed practice after the formal rest in Experiment 2. The experimental session was composed of 25 trials in pre-rest training, 10min rest and 15 trials in post-rest training. The results may be summarized as follows:
1) The distributed practice was superior to the massed practice under the condition of the work limited method in prerest training.
2) The massed practice yielded a significant amount of reminiscence but the spaced practice did not.
3) An analysis of post-rest performance failed to show SIR in terms of the performance on the first trial as well as on all trials in post-rest training between the two groups.
4) relationships between the massed and spaced practice and IR, SIR and maturation theory were discussed.抄録全体を表示PDF形式でダウンロード (1415K) -
大山 正, 赤塚 玲子1962 年 33 巻 3 号 p. 150-153
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーPDF形式でダウンロード (678K) -
西岡 昭1962 年 33 巻 3 号 p. 154-166
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーPDF形式でダウンロード (2574K) -
1962 年 33 巻 3 号 p. 167-174
発行日: 1962年
公開日: 2010/07/16
ジャーナル フリーPDF形式でダウンロード (1835K)
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