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間接的要求の理解における文脈の効果
http://hdl.handle.net/10083/31406
http://hdl.handle.net/10083/314067e1948dc-0b27-4bca-ba27-b14f4d46829f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
教育心理学研究31(3)仲無藤.pdf (742.5 kB)
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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 | 間接的要求の理解における文脈の効果 | |||||
| タイトル | ||||||
| タイトル | THE EFFECTS OF CONTEXTUAL INFORMATION ON UNDERSTANDING INDIRECT REQUESTS | |||||
| 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 |
仲, 真紀子
× 仲, 真紀子× 無藤, 隆× Naka, Makiko× Muto, Takashi |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | To understand an indirect request(e. g. "I want to know the time." to ask for the time), the context is very important. The purpose of this study was to investigate how important contextual information was, and to see how it affected understanding indirect requests. First, in order to idetify the important contextual information, we asked subjects through a questionaire to make indirect requests in various circumatances. what being reffered to frequently in the indirect requests(e. g. speaker's goal : "I want to know the time.")suggested the premise for felicitous requests. We considered the information about such premise(e. g. A speaker wants to know the time.)as being the important contextual information. Form the results of the questionaire : speaker(S)'s goal, S's condition(unable to achieve the goal), S's expectancy for hearer(H)'s help. H's condition(able to achieve the goal for S), H's sttitude(coopreative)were considered to be the premise for(S)requesting H to do some action. Then, the effects of contextual information(information about S's goal, S's condition, H's condition, H's sttitude)on und\ erstanding the illocutionary force(Exp. 1)and the content(Exp. 2)of indirect requests were investigated. In Exp. 1, a contextual information, an indirect representation of a request, then a direct representation of the request were presented on CRT consequently. The subjects' task was to decide if the illocutionary force of the indirect representation was the same as that of the direct one, considering the contextual information. The response and response time were recorded. In Exp. 2, several contextual informations for a request were consequently presented on CRT. The subjects' task was to suspect the content of the request, taking the information into account one by one. The subjects pressed the key and answered as soon as they confirmed their suspect. The response and response time were recorded. The results showed that to understand the illocutionary force, the information about S's goal and H's sttitude were effective ; also to understand the content of requests, the information about S's goal had little effect, the information about S's condition and H's condition had a greater effect, while information about H's attitude had the greatest effect. |
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| 書誌情報 |
教育心理学研究 巻 31, 号 3, p. 195-202, 発行日 1983-09-30 |
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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 | ||||||
| 742519 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/110001897410/ | |||||
| 所属 | ||||||
| お茶の水女子大学人間文化研究科 | ||||||
| 所属 | ||||||
| 聖心女子大学文学部 | ||||||
