Concrete information as promoting or interfering factor in the generalization of knowledge
| Project/Area Number |
25380868
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Tohoku University |
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Principal Investigator |
Kudo Yoshifumi 東北大学, 教育学研究科(研究院), 教授 (20231293)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 具体的情報 / 知識の一般化 / 推論 / 直観的判断 / 仮説的判断 / 妨害効果 / ルール学習 / ルール表象の抽象生 / 事例の具体性 / ルール表象の抽象性 / 知識操作 |
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| Outline of Final Research Achievements |
This study demonstrated a mechanism that the concrete information included in the teaching materials interfered with learning. When concrete information accords with the intuition of learner, it becomes remarkably difficult to perform a hypothetical judgment in conflict with the intuition. As a result, the reasoning of learner is limited for searching or generating the evidence of original intuitive judgment, and the possibility to examine the intuitive judgment critically will be lost. Such reasoning structure can be called “self-contained”
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Report
(4 results)
Research Products
(5 results)
