発達障害児のためのパソコンによる概念学習（Ⅱ）: 刺激の抽象レベルによる学習への効果

機関リポジトリ Web Site

書誌事項

タイトル別名
  • Concept Learning Using Personal Computers for Children with Developmental Disorders (II) : How is their Performance Influenced by Levels of Abstraction of Stimulus?
  • ハッタツ ショウガイジ ノ タメ ノ パソコン ニ ヨル ガイネン ガクシュウ(2)シゲキ ノ チュウショウ レベル ニ ヨル ガクシュウ エ ノ コウカ

この論文をさがす

抄録

In this paper we report on our attempt to develop a PC-driven concept learning and achievement evaluation system for children with lowfunctioning developmental disorders. As part of this study, a second preliminary investigation was conducted from October to December 2014 on second- and third-grade boys enrolled in elementary departments of Schools for Special Needs Education who were attending a day service center after school (A-Center). Subsequently, a third main investigation was designed to control for variables affecting the results of the concept learning tasks and conducted from August to October 2015. Participating were thirteen children attending three day service centers (A-Center, B-Center, and C-Center), with a photo condition for four children, a color line drawing condition for five children, and a line drawing condition for four children. The results of the thirteen children with developmental disorders were examined comparatively among the three stimulus conditions: three levels of abstraction of stimulus. Four other children with the photo condition had already participated in the second preliminary investigation in 2014 with the original line drawing condition, in which the stimulus was hand drawing. Therefore, the results of these four children in the main investigation condition were examined comparatively with the results of the second preliminary investigation based on several factors such as the levels of abstraction of stimulus, learning experiences one year before, and different types of developmental disorder. Regarding the control groups of typically developing children, all three stimulus conditions were conducted for each of ten children grouped as younger, middle, or older who were attending kindergarten in February 2016. The results of the latest fourth investigation, conducted in 2016, are currently being analyzed, and will be reported on when available. The results of these investigations, together with earlier research results, suggest the existence of categorization processes by semantic features in the children with developmental disorders (especially, children with ASD). In addition, their dependence on visual pathways and preference for using equipment such as personal computers was confirmed.

収録刊行物

キーワード

詳細情報 詳細情報について

問題の指摘

ページトップへ