概念的階層関係の理解における発達的変化

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タイトル別名
  • ガイネンテキ カイソウ カンケイ ノ リカイ ニ オケル ハッタツテキ ヘンカ
  • Developmental Changes in the Appreciation of Hierarchical Relations of Natural Concepts

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The purpose of this study was to examine developmental changes in the hierarchical relations of natural concepts. A total of 24 questions such as "Is a X a kind of Ys? were provided for the higher-middle, the middle-lower, and the higher-lower relations in the two natural concepts: living thing/fish and bird/gold fish and pigeon, and food/fruit and vegetable/banana and cabbage. Half the questions represented correct inclusion relations such as "Is a bird a kind of living things?" and the remaining ones represented incorrect inclusion relations such as "Is a living thing a kind of birds?" Forty-seven kindergartners, 85 second-, 99 forth-　and 123 sixth-graders were required to answer the 24 questions by "Yes" or "No". Correct scores. (1) The scores were about the same for the kindergartners and the second graders, and increased from the forth to sixth graders. (2) The scores of correct questions were high even in the kindergartners and did not change with grades by the forth graders, whereas those of incorrect questions were low in the kindergartners and increased with grades. (3) The scores of foods were higher than those of living things for the forth and the sixth graders but for the kindergartners and the second graders the two scores did not significantly differ. (4) The scores of correct questions were significantly higher than those of incorrect questions in the middle-lower relations, but the two scores were about the same in the higher-middle and the higher-lower relations. Response patterns. (1) For the correct questions the percentages of the subjects who showed the correct answers in the three relations (○○○ pattern) were larger for the foods than for the living things, whereas the reverse was true for the incorrect questions. (2) The percentages of the subjects who showed the ○○○ pattern both in the correct and incorrect questions were very small in the kindergartners and the lower graders. Even for the sixth garders the percentages were 44.7 for the foods and 35.0 for the living things.

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