言語概念学習における先行予備訓練の効果

type:Article

言語の内包的意味次元に基づく概念学習において,次元の優位性水準を変化させる先行予備訓練が後続学習に対し促進的乃至妨害的効果をおよぼすかどうかを検討した。実験Iでは,後続の課題と同じ刺激語についての適切連想訓練,および異なる次元を含む他の刺激語についての不適切連想訓練をそれぞれ先行予備訓練として実施した。その結果,高頻度の連想反応者のみについて分析すると,適切連想訓練は促進効果を持つが,不適切連想訓練の妨害効果はみとめられなかった。実験IIでは,後続の課題と同次元同価の図形刺激,同次元異価の図形刺激,異次元の図形刺激を用いた識別学習を先行予備訓練として実施した。結果は訓練の種類と後続学習の適切次元の間に交互作用があることを示し,形適切次元の場合は同次元同価,色適切次元の場合は同次元異価の先行予備訓練が最も効果的であり,一義的な傾向はみられなかった。

Two experiments were conducted to examine the effects of prior-training on the learning of concept to verbal stimuli. In Exp. I, 3×2 factorial design was used, which incorporated the prior-training tasks (relevant association; R, irrelevant association; IR, control; C) and relevant dimensions of the concept identification task (form, color). The Ss were 228 first graders of secondary school, and they were divided into 6 groups in equal number. The stimulus words used consisted of names of common objects (Table 1). In prior-trainig the Ss in R group were required to write down the sensory impressions for the identical stimulus words with the words of criterion task and the Ss in IR group for the different words from those. The Ss in C group had no prior-trainig. Immediately after prior-training, all Ss were presented successively with the pair of stimulus words and asked to choose the correct one based on the relevant dimension of task. The results indicated that as for the Ss who had high frequency of association in prior-training, R trainig had facilitative effect on the verbal concept identification but IR training had no effect (Table 2, Fig.1). In Exp. II, 4×2 factorial design was used, which incorporated relevant dimensions of the prior-trainig task (the same dimension and its values as those of the criterion task; S-D-V, the same dimension as those; S-D, the different dimension from those; D-D, control; C) and relevant dimensions of the criterion task (form, color). The Ss were 323 first graders of secondary school. The prior-training task was the identification task consisted of paired-presentation of geometric figures. The criterion task was the same as the concept identification task in Exp. I. There were significant effects of prior-training and prior-training×verbal concept identification task interaction, that is, in form task S-D-V training had the most facilitative effect on the verbal concept identification while in color task S-D training had the most one (Table 4, Fig.2).