井坂 行男

聾学校児童生徒を対象に「生き物」に関する概念の階層構造の獲得を検討するために絵画命名課題テストを縦断的に実施し, さらに階層構造の獲得を促すための学習課題も実施した。その結果に基づいて, 学習未成立群 ( U ) ・学習効果群 ( E ) ・学習効果維持群 ( M ) の3群に分類し, 各群ごとの結果を分析した。学習未成立群のU群は第2回目の学習課題実施によりA水準及びA'水準の概念において学習効果が認められ, その効果が維持される傾向が認められた。学習効果群のE群は2回の学習課題実施による学習効果が認められ, 第2回目の学習課題実施において, その効果が維持されていた。学習効果維持群のM群は2回の学習課題実施効果が維持されていた。また, 反応水準の分析では各群ともに通常はB水準が優位な概念水準であることが認められた。事例数カテゴリー条件の分析では, 全体的な傾向としてB水準では「動物」同士のカテゴリー内条件が, A水準では「全事例」条件と「動物」と「植物」のカテゴリー間条件が, A'水準では「全事例」条件と「動物」同士のカテゴリー内条件において, 正反応が有意に促されていた。階層的概念の獲得については, 上位下位の概念関係よりも等水準関係の方が獲得しにくい傾向が認められた。The purpose of this study is to examine longitudinally the effect of the learning task in the picture naming task to press the acquisition of the hierarchical structure of the concept concerning "Living Things" in the pupils in the School for the Deaf. The learning task was executed, and they were classified into three groups (the learning unmaterialization group (U), the learning effect group (E), and the learning maintenance group (M)) based on the result. The learning effect of the learning unmaterialization group was admitted in the concept of the A and A' level, by the learning task execution of the 2nd. The effect was maintained. As for the learning effect group, the effect of execution of the learning task of two times was admitted. The effect of execution of the 2nd learning task was maintained. In the learning effect maintenance group, the effect of learning task execution of two times was maintained. Moreover, it was admitted the B level was usually a dominant concept level in the analysis of reactive level. In the analysis of the case number and the category condition, these pressed the positive reaction significantly : the condition in the category of 'Animal' in the B level ; the condition in the category of 'All cases' and the condition between the category of 'Animal' and 'Plant' in A level ; the condition in the category of 'All cases' and 'Animal' in A' level. In the acquisition of the hierarchical concept, it was admitted that the relation of the equivalence wasn't be acquired easily than the relation of the concept of superordinate and subourdinate.

聾学校児童生徒の「生き物」に関する概念の階層構造の獲得過程を分析するために, 概念相互の等水準化を指標とする絵画命名課題テストを用いて, 小学部1年から高等部2年までの11年間の縦断研究を実施した。対象となった聾学校生徒は6名であった。結果は以下の通りである。小1段階から小3段階にかけての「生き物」に関する階層的概念の獲得は, 「虫・鳥・魚・けもの」等の概念水準及び「生き物」の概念水準の獲得が認められた。小3段階から中3段階にかけては, 「ぞう・ライオン」等の概念と「動物」という概念が膠着状態を, 「動物」と「生き物」という概念が混沌状態を示していたが, それぞれの概念の獲得によって, これらの状態が徐々に解消されていくことが認められた。これは, 小学校児童の小2段階から小4段階にかけての獲得過程に対応していると考えられた。中3段階から高2段階にかけては, 階層構造全体の最構造化が認められ, 「動物・植物」の概念水準及び「生き物」の概念水準での獲得が促されていた。これは, 小学校児童の小4段階から小6段階でのより抽象性の高い概念獲得に対応していると考えられる。よって, 小学校児童の小2段階から小4段階にかけての2年間の概念獲得が, 聾学校児童生徒においては小3段階から中3段階に対応しており, この獲得過程が長期化することが認められた。しかし, 小学校児童と比較すると聾学校児童生徒は, 小1段階で「生き物」及び「けもの」に関する概念の獲得が遅滞し, さらに高2段階においても「生き物」と「植物」の概念関係の獲得が促されないことが全体的傾向として認められた。The purpose of this study is to analyze the acquisition process of the hierarchical structure of the concept "Living Things" in pupils of the school for the Deaf. The picture naming task was used and asked leveling in the mutual relation to the concept from the concrete level to the superordinate level. This study is longitudinal examination for six Deaf School pupils for 11 years: from the first graders to the sophomores at high school. The result is as follows: They acquired the concept in the middle concept level "insect, brute, bird, fish, and flower (called B level)" and the more superordinate level "Living Things (called A'level)" from the first grade to the third grade. From the third grade to the ninth grade, the concept which belongs to "brute" for example elephant is stucked together the concept of "animal (called A level)", and the concept which belongs to "animal" and "Living Things" is confused. It was admitted that these states were solved gradually as each concept was acquired. It was thought that this state corresponded to the acquisition process of the pupil of the elementary school from the second grade to the fourth grade. It was admitted that the whole of hierarchical structure of the concept was re-structured from the second grade at junior high school to the sophomore at high school in the school for the Deaf. As a result of that, they acquired the concept of the animal and the plant, the living things at this grade. It was thought that this state corresponded to the acquisition of the abstract concept from the fourth grade to the sixth grade of the pupils of the elementary school. It was admitted that the acquisition of the abstract concept in the pupils of the school for the Deaf was prolonged compared with the pupils of the elementary school. The acquisition of the concept which belongs to the brute and the living thing was delayed in the first grade in the pupils of the school for the deaf compared with the pupils of the elementary school. The acquisition of the conceptual relation of "Living thing" and "the plant" was not acquired at the sophomore of high school for the Deaf.