Study on the learning method to enhance the application possibilities

2015 Fiscal Year Final Research Report

• Project/Area Number: 25380892
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Teikyo University
• Principal Investigator: KIHARA KUMIKO 帝京大学, 文学部, 教授 (70266279)
• Co-Investigator(Kenkyū-buntansha): MOCHIZUKI KANAME 帝京大学, 文学部, 教授 (80280543)
• Project Period (FY): 2013-04-01 – 2016-03-31
• Keywords: 等価性 / 試行錯誤学習 / 言語教示 / 応用可能性 / 小学生 / 大学生 / CAI

Outline of Final Research Achievements

Undergraduates and children (age 6-11) wrer trained arbitrary A-C relation of unfamiliar figures with three different methods: (1) Direct training with matching to sample (MTS), (2) Verbal instruction with a graphical illustration and nicknames, (3) Emerged A-C relation as a transitivity relation by the equivalence relations which was trained with MTS. After they acquired the original stimulus relation completely, they were trained a new stimulus relation with MTS. The sensitivity for the new relation was measured by the number of trials required for training and the number of errors. The sensitivity was high in both direct training and emerged group and low in verbally instructed group. The results suggests that the experience of error in original learning has an influence on the sensitivity for the change of contingency.

Free Research Field

教育心理学