自閉児の概念学習における学習方法と学習過程について

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タイトル別名
  • On The Learning Method and Process of The Concept Learning in Autistic Children
  • ジヘイジ ノ ガイネン ガクシュウ ニ オケル ガクシュウ ホウホウ ト ガク
  • 〓

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説明

This research is an approach to the remedial teaching of language-cognitive disorder from the standpoint of the school of Maudsley in which Rutter, M. and Wing, L. consider it to be fundamental as the entity of autistic disturbance. The cognitive function of autistic children is very specific and selective and their concept is formed on this unintegrated cognition. In addition there seems to be a great obstacle to their thinking action because language retardation limits their inner speech. Therefore I think it urgent to study the process of the concept formation of autistic children and establish the methodology of concept learning. In this research learning method us based on an individual study and operationally the technique of behavior therapy used and pedagogically program learning applied. Moreover learning tools are used at the same time from the standpoint of educational mechanics. For learning tasks basic ones related to concept formation are programed and learned with small steps. Learning practice is given twice a week (for three hours at a time) to the two groups consisting respectively of two light and medium autistic children. The result of a year's study of their learning process is summarized as follows. 1. In both groups learning of basic tasks is completely accomplished through ten times of learning practice. 2. The light autistic group can satisfactorily deduce applied and social tasks from the concept of basic ones but the medium group is slow to do so. 3. In the process of concept learning there are some differences observed between autistic and mentally deficient children.

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