VERBAL FACTORS AS DETERMINANTS OF INTERMEDIATE-SIZE TRANSPOSITION IN PRESCHOOL CHILDREN

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  • 就学前児の中間大移調の決定因としての言語的要因

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In Experiment I, 80 preschool children were divided into Concept and Non-Concept groups according to a preliminary test, and further sub-divided into either Labeling or Non-Labeling group. In Experiment II, 100 preschool children in a concept group were divided into 5 groups as to the labeling in pretraining and the verbalization in original learning (OL) and test. They were then given intermediate-size transposition problem. The results were as follows: First, the possession of the concept “medium” facilitated transposition. Second, the labeling resulted in increased transposed responses in both Concept and Non-Concept groups. Finally, facilitated transposed responses were obtained with the verbalization both in OL and in the test, but not with that either in OL or in the test.

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