図形類同視における方向および配置の発達的研究 VII

Abstract

The present study is the second report on the developmental study on the comparison of similarity of figures which change in direction and arrangement of elements through recognition method. The purpose of this study is to experiment with the figures through the recognition method using the same figures as in the previous paper (4) in which the simultaneous choice method was used, and to compare the result with those of the simultaneous choice method, with a view to attempting a more advanced analyses of the developmental characteristics of the comparison of simirality of figures which change in direction and arrangement of elements.Procedure and subjects: The four sets of figures used in the present study were the same as in the previous study. Each set consisted of the standard figure and four elective figures. In the first place the standard figure was presented to the subject for ten seconds and then it was removed. In the second place the elective figures were presented. The subject was asked to select from the latter the one which had the greatest similarity to the former. The subjects amounted to the total of 652 ranging from kindergarten children to adults.Results with kindergarten children:a) The importance of the form of a dominant element was not recognized when a standard figure was presented in tilted position.b) The preference for a reversal figure was recognized in all the experimental conditions.c) Tendency to ignore an “elementary” figure was recognized in all the experimental conditions.d) Tendency to ignore a semi-reversal figure more by kindergarten children than by adults was recognized in all the experimental conditions.The above-mentioned results with kindergarten children were similar to the previous paper, but a somewhat different result from the previous one was that the reversal figures were chosen by the recognition method of the present study more preferentially than by the simultaneous choice method of the previous study.Results with adults:Figures chosen as similar by adults were so determined by the combination of three factors of the standard figure-colour, direction and form-, that the changes of the diretion of standard figures had little influence on determining similarity of the figures. This result was the same as in the previous paper, but in the recognition method figures chosen as similar by adults were determined much more by the recognition of reorganization than by the simultaneous choice method.The adult's characteristics in the recognition of similarity of figures (the establishment of principle that the changes of the direction of standard figures had little influence on finding similarity of the figures) were observed to begin at the third grade (the ages of 8-9) in primary school. But in the simultaneous choice method of the previous paper the adult's characteristics had begun to appear between the second grade (the ages of 7-8) and to the fourth grade (the ages of 9-10) in primary school.