対連合学習における媒介連合の効果 VIII

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タイトル別名
  • EFFECTS OF MEDIATED ASSOCIATION ON PAIRED-ASSOCIATED LEARNING VIII
  • タイ レンゴウ ガクシュウ ニ オケル バイカイ レンゴウ ノ コウカ 8 センコウ ガクシュウ ノ テイド ト キョウジ ノ エイキョウ
  • ABOUT THE DEGREE OF PRIOR-LEARNING AND INSTRUCTION
  • 先行学習の程度と教示の影響

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The present study was designed to examine the transfer effect of mediated association with the paradigm A-B, B-C, A-C, and to test the hypothesis that the transfer increases with the amount of prior-learning and is facilitated by the instruction given to Ss reminding them of the mediating links.<br>In Experiment I, ten undergraduate students in each of two groups learned the prior-learning list consisting of A-B, B-C pairs, which was followed by the test learning list. The test learning list contained three sublists for different experimental purposes; the facilitation sublist (A-C pairs), the interference sublist (newly paired A-C pairs), and the control sublist (new pairs). “A” items in prior and test learning lists were three-lettered alphabets and “B” and “C” items were three-lettered verbs. The amount of prior-learning was different for two groups; one group learned to the criterion of three correct responses, and the other group repeated five times the learning with the criterion of three correct responses for five days. The test lists were learned to the criterion of three successive errorless trials by both groups. It was found that the mediated association had significant transfer effect both in terms of the numbers of trials to various criteria and in terms of the number of correct responses. But no signifficant interaction was observed between the effect of mediated association and the degree of prior-learning.<br>Experiment II was essentially a repetition of Exp. I, except that in this experiment there were associative chains between “B” and “C” items. And the results confirmed the conclusions from Exp. I.<br>Experiment III was designed to examine the effects of the degree of priorlearning and the mediative instruction. The Ss were 35 high school girls in each of four groups. The Ss in Gr. 1 and Gr. 2 learned the prior-learning list for five trials, and the other Ss (Gr. 3 and Gr. 4) for fifteen trials. Following the priorlearning, the Ss in Gr. 1 and Gr. 3 were instructed to recall the chains in priorlearning list, while the other Ss (Gr. 2 and Gr. 4) were not. S-R pairings in each list were identical with those used in Exp. I and Exp. II. The results confirmed the transfer effect of mediated association, but unlike the results obtained from Exp. I and Exp. II, higher degree of prior-learning produced stronger mediated effect. Futhermore, it was revealed that the mediative instruction increased the effect of mediated association. These results were interpreted in terms of the learning stage and the cognitive set.

収録刊行物

  • 心理学研究

    心理学研究 38 (3), 137-147, 1967

    公益社団法人 日本心理学会

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