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絵画ストーリィの意味的統合化における目標構造の役割
http://hdl.handle.net/10083/31405
http://hdl.handle.net/10083/31405ffbfaaca-a7bd-4395-9e9e-060ae9f8c8dd
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
教育心理学研究31(4)内田.pdf (1.1 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2008-09-26 | |||||
| タイトル | ||||||
| タイトル | 絵画ストーリィの意味的統合化における目標構造の役割 | |||||
| タイトル | ||||||
| タイトル | THE ROLE OF GOAL STRUCTURE IN A SEMANTIC INTEGRATION OF NARRATIVE SEQUENCES IN A PICTURE STORY | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | journal article | |||||
| 著者 |
内田, 伸子
× 内田, 伸子× Uchida, Nobuko |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The purpose of this study was to examine the role played by information on the character's goals in comprehension and production of a picture story. Sixty 4-year-old, 5-year-old and 6-year-old children were divided into two homogeneous groups(10 subjects each)at each age level, and assigned to one of two conditions: the goal condition with given instruction on the character's goals, and the control condition without information about the goals. The children were shown the story consisting of 24 pictures without text. They were asked to describe each picture and, after seeing all the pictures, to recall the story without pictures, to answer fifteen questions about the contents of the story, and then, to reconstruct the narrative sequences. The results showed that the children in the goal condition, even 4-year-olds, could interpret the pictures as a story, while the children in the control condition often failed to integrate the pictures in terms of a story context. In the recall and comprehension tasks, these trends were emphasized, i.e., those parts of the descriptions that were best integrate into a story were\ recalled and comprehended best, while nonintegrated descriptions tended to be forgotten. It was shown that the goal instruction enhanced especially the performance of younger children. It is suggested that production and comprehension for coherent narrative sequences involve the retention of the goal structure or theme in an integrated unified representation of the meaning. Further, the underlying processes of integration are stable across ages, suggesting that children have some fundamental causal structures from early childhood. |
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| 書誌情報 |
教育心理学研究 巻 31, 号 4, p. 303-313, 発行日 1983-12-30 |
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| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 00215015 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN00345837 | |||||
| 権利 | ||||||
| 権利情報 | 日本教育心理学会 | |||||
| 権利 | ||||||
| 権利情報 | 本文データは学協会の許諾に基づきCiNiiから複製したものである | |||||
| フォーマット | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | application/pdf | |||||
| 形態 | ||||||
| 1082967 bytes | ||||||
| 著者版フラグ | ||||||
| 値 | publisher | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 370 | |||||
| NIIサブジェクト | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教育・教育学 | |||||
| 出版者 | ||||||
| 出版者 | 日本教育心理学会 | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 学術雑誌論文 | |||||
| 資源タイプ・ローカル | ||||||
| 学術雑誌論文 | ||||||
| 資源タイプ・NII | ||||||
| Journal Article | ||||||
| 資源タイプ・DCMI | ||||||
| text | ||||||
| 資源タイプ・ローカル表示コード | ||||||
| 01 | ||||||
| 異版である | ||||||
| 関連タイプ | isVersionOf | |||||
| 識別子タイプ | URI | |||||
| 関連識別子 | http://ci.nii.ac.jp/naid/110001892481/ | |||||
| 所属 | ||||||
| お茶の水女子大学 | ||||||
