Analyses of Factors Affecting Children's Categorization Modes
Project/Area Number |
62510055
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Research Category |
Grant-in-Aid for General Scientific Research (C)
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Allocation Type | Single-year Grants |
Research Field |
Psychology
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Research Institution | Nara University of Education |
Principal Investigator |
TAKESHI Sugimura Nara University of Education, 教育学部, 教授 (40031538)
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Project Period (FY) |
1987 – 1988
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Project Status |
Completed (Fiscal Year 1988)
|
Budget Amount *help |
¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 1988: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1987: ¥400,000 (Direct Cost: ¥400,000)
|
Keywords | Classification learning / Categorization mode / Holistic mode / Analytic mode / Degree of training / Family-resemblance structure / 刺激特性 / 教示 / 個人差 / 全体的様式 / 分析的様式 |
Research Abstract |
Eight experiments were performed to analyze factors affecting holistic and analytic modes in children's classification learning. In all experiment, the categorization modes were assessed at the three criteria of 4/4, 8/8, and 8/8 + 8 (or + 16). (a) Degree of training: the percentages of the subjects who used the analytic mode increased with increasing trials but those who used the holistic mode decreased in most experiments. (b) Family resemblance: the analytic mode was used more frequently for the weak than for the strong family-resemblance tasks. (c) Stimulus characteristics: the finding that the analytic mode was used more frequently for the schematic faces than for the schematic girls was attributed to the number of varied stimulus attributes. (d) Instruction: for only the strong family-resemblance task, the holistic mode was used more frequently under the "Are alike" than under the "Go together" instructions. (e) Individual differences: the perceptual-conceptual cognitive style, the conservational level, and the mental age of children did not relate significantly to the categorization modes. It was concluded that the main factors affecting children's categorization modes were degree of training, family-resemblance structure of the tasks, and stimulus characteristics rather than children's cognitive style, conservational level, and mental age.
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Report
(3 results)
Research Products
(12 results)