心理学研究
Online ISSN : 1884-1082
Print ISSN : 0021-5236
ISSN-L : 0021-5236
59 巻, 5 号
選択された号の論文の7件中1~7を表示しています
  • 山口 弘美
    1988 年 59 巻 5 号 p. 259-265
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    The purpose of the present study was to investigate developmental changes of two functions in the subordinate, for three-level (item - the subordinate - the superordinate) hierarchical semantic organization. One is the function that abstracts items, and the other is that mediates between items and the superordinate to abstract the subordinates into the superordinate. In Experiment 1, primary school children memorized seven sets which consists of four words, from different categories. Each set had hierarchical structures, like those that have been used by Steinberg & Anderson's (1975). The subjects were asked to recall targets and other words used CC (close cohyponyms), RC (remote cohyponyms), and control words as retrieval cues. In Experiment 2, the subjects memorized sets, and recalled targets by RC cues in one of the following ways: using RC+the superordinate cues, RC+the subordinate cues or only RC cues. In Experiment 3, children's understanding of basic hierarchical relations was investigated by questionnaire. These results showed that primary school children developed understanding and utilization of the subordinate - the superordinate relationship (second function), more slowly in comparison with the first one.
  • 唐澤 かおり
    1988 年 59 巻 5 号 p. 266-272
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    The purpose of this study was to examine the effects of attribution of a target person's behavior and organization of schema on memory of behavior incongruent with the initial impression of the target as well as on the change of impression of target. Forty-eight male college students were given the target's behaviors and attributions of behaviors were manipulated to be either dispositional or situational. Then, half of the subjects were asked to think about the target's personality and to write essays about the target in order to facilitate the organization of their schema for the target, while the other half were engaged in distraction tasks. After that, subjects were asked to rate their impression of the target and to recall the behaviors. The following are main results. First, the incongruent behavior attributed to dispositional causes was more likely to be recalled than that attributed to situational ones, only when the target schema became well-organized by thinking about the target. Second, the incongruent behavior had greater impact on the change of impression when attributed to dispositional causes. The role of organization as a mediator of the effects of causal attribution on recall was discussed.
  • 吉崎 一人
    1988 年 59 巻 5 号 p. 273-279
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    In order to examine the effects of learning experience to the visual field advantage on random form recognition, two experiments were carried out with the successive matching task (Test). The learning task employed was to associate random forms with two letter nonsense words. In Exp. 1, 25 right-handed subjects participated in the five successive days to manipulate the levels of learning retention among them. In the first and third sessions, Tests (1, 2) followed the learning task. In the second and fourth sessions, only the learning task was carried out. In the fifth session, only Test 3 was conducted. In Exp. 2, the same subjects conducted only Test 4 at three months later, when their levels of retention were lowered. Results obtained were that shifts occured from the left visual field advantage (LVF-A) for random form recognition in Test 1 to no visual field difference in Test 3 as the learning retention increased, and from no visual field difference to LVF-A again when the retention decreased in Test 4. The possibility as for the effects of learning experience in relation to hemispheric asymmetry was discussed.
  • 牛山 聰子
    1988 年 59 巻 5 号 p. 280-286
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    The present experiment was designed to test the hypothesis that the intrinsic results of behavior are powerful determinants of behavioral choice. Cooperative and independent building-blocks were studied with thirty-six kindergarten children arranged in pairs and assigned to one of the following three groups: the cooperation group in which subjects were shown a film indicating that the product (the intrinsic result) of two models working cooperatively is greater than the product of two models working independently in building blocks; the cooperation-estimation group in which subjects were shown films revealing that a cooperative model positively evaluates both cooperation and good work results; and, a control group in which no films were shown to subjects. Children in the two experimental groups observed their respective films four times. The building-blocks of all pairs were observed on ten occasions. Results indicated that children's choice of a cooperative strategy was facilitated by the presence of a large product (work) which they were given to understand was the result of cooperatively-minded models or children working together. This suggested that a good product tended to evoke positive feelings. On the other hand, choice of a cooperative strategy was inhibited by the anticipation of a negative intrinsic result (i.e., unacceptable work) of cooperation and children chose to work independently as a consequence.
  • 栗山 和広, 吉田 甫
    1988 年 59 巻 5 号 p. 287-294
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    Representation of preschool children's number concepts was investigated in the present study by giving children forward and backward counting problems. In backward counting, children performed significantly better with a type of Below 5 problem compared to a type of Over 5 problem. Analyses of counting errors revealed an absence of random errors in Below 5 problems but such errors were observed with Over 5 problems, Children were able to stop correctly at point “5” in forward counting but failed to stop at points other than “5” in forward counting. These results suggested that preschool children may represent numbers up to and including 5 as a firm structure or privileged anchor for numbers below 10. Results were discussed in terms of a mental number line in a representational system of numbers.
  • 吉武 久美子
    1988 年 59 巻 5 号 p. 295-298
    発行日: 1988/12/31
    公開日: 2010/07/16
    ジャーナル フリー
    This experiment was conducted to assess the influence of respose patterns of revolters on conformity. The subjects were 39 undergraduate students who were given an opinion task for 12 trials. They were divided into the successive and intermittent revolution conditions, in which revolters emerged from the group successively after consensus trials and intermittently, respectively. Under the successive revolution condition the conformity rate on revolter-emergent trials were significantly lower than that for consensus trials, while under the intermittent revolution condition the conformity rates on revolter-emergent trials and on consensus trials were not significantly different. After the experiment the subjects were asked to indicate their private opinions. Subjects in the successive revolution condition indicated fewer conforming opinions than those in the intermittent revolution condition, It was concluded that with the same number of revolters and of revolutions effects of revolters vary according to their emergence pattern.
  • 1988 年 59 巻 5 号 p. 301
    発行日: 1988年
    公開日: 2010/07/16
    ジャーナル フリー
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