KINDERGARTENER'S VISUAL ATTENTION DURING DIRECT AND OBSERVATIONAL LEARNING

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  • 幼児の直接学習と観察学習における注意
  • ヨウジ ノ チョクセツ ガクシュウ ト カンサツ ガクシュウ ニ オケル チュ

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Two experiments were carried out to make comparisons between attention scores of direct and observational learning. Two methods were used, a) inferring attentional levels from performance scores of tasks (method-1), and b) rating attentional behaviors during learners' performing tasks (method-2).<BR>In the first experiment, using 48 kindergarteners, a 2×2 factorial design was adopted containing types of learning (direct or observational learning) and tasks (component selection or central-incidental task). Geometrical and animal stimuli were used as two components of the central-incidental memory task. Geometrical and animal scores served as measures for central and incidental learning, respectively. The component selection task was made of two components: geometrical and animal pictures. Subjects were to use either pictures as cues for learning in the task. Geometry and animal scores were calculated for component scores. Main results were as follows. 1) Direct learner (=performer) and observational learner (=observer) showed high attention scores by method-2. In a retention test among performers and observers (method-1), 2) the animal scores were higher than the geometrical, and 3) performers achieved higher central learning scores than their incidental scores, but the observers, central learning did not differ from their incidental learning.<BR>In the second experiment, the central-incidental memory task was given to each of 32 pairs of same-sexed kindergarteners. A 2 (performer, observer) × 2 (distractor, non-distractor condition) factorial design was used. The results were as follows. 1) Distractor condition had a significant effects on observers' attention scores by method-2. 2) In nondistractor condition using method-1, performers' central learning scores were higher than their incidental learning ones, and observers' central learning scores did not differ from their incidental learning ones. 3) In distractor condition by method-1, no differences between central and incidental learning scores were found among performers and observers.

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