@article{oai:teapot.lib.ocha.ac.jp:00004306,
 author = {仲, 真紀子 and Naka, Makiko},
 issue = {1},
 journal = {教育心理学研究},
 month = {Mar},
 note = {application/pdf, 学術雑誌論文, The conjunction "dakara" is supposed to be used in both the logical inference(eg."It is hot in summer. Dakara it is not in summer, if it is not hot.")and the pragmatic inference(eg."It is hot in summer. Dakara we wear light clothes in summer."). The purpose of this study was to see how these functions of dakara(i.e.the logical function and the pragmatic function)were acquired by children. The subjects were 2nd, 4th, and 6th graders(in Exp.1 and 2, 8th graders and undergraduates were added). Exp.1(examination)investigated the use of dakara to see if the two functions were actually observed, and if any other use of dakara was found, by makng the subjects complete sentences such as "It is hot in summer. Dakara...". Exp.2(main experiment)investigated to what extent the subjects had acquired each function, by making them evaluate the use of dakara in various sentences. Exp.3(supplemental experiment)was to examine the stability and reappearance of the developmental tendencies found in Exp.2, by testing the effect of a temporal perturbation-an instruction on how to use dakara-given to the subjects. The results showed 1.d\
akara was used in both the logical and pragmatic inference, and in the(pseudo-)analogical inference, 2.the logical function was not fully acquired even by 6th graders, 3.the pragmatic function was almost acquired by 2nd graders, 4.the affirmative responses to the use of dakara in a subjective inference(eg."That dog is small. Dakara it is adorable."), and(pseudo-)analogical inference(eg."An apple is red. Dakara a banana is long.")diminished as a function of age, 4.these developmental tendencies reappeared and were stable to a temporal perturbation.},
 pages = {28--37},
 title = {接続詞「だから」の獲得過程 : 論理的推論と経験的推論における「だから」の使用の発達},
 volume = {31},
 year = {1983}
}