図形類同視における方向および配置の発達的研究 VIII

Abstract

The present study is the third report of the developmental study on the comparison of similarity of figures by a recognition method. The purpose of the present study where the same figures (composed of the same elements, different in direction) as used in the simultaneous method in the previous paper (7) were used, is to compare between the results of both simultaneous choice and recognition methods and to try a further analysis of the developmental characteristics in the comparison of similarity of figures.Procedure and Subjects: The standard figures were presented upright along the north-south-direction of coordinate system and the elective figures presented were rotated at angles of 45°(NE), 90°(E), 135°(SE), 180°(S), 225°(SW), and 315°(NW). 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 seven elective figures. The standard figure was first presented to S for ten seconds and then removed. It was immediately followed by the elective figures. S was asked to select from the latter the figure which had the greatest similarity to the former. Ss amounted to the total of 632, ranging from kindergarten children to adults.Results:1) Results with the kindergarten children on the comparison of similariy of figures as to the direction showed that reversal figures (figures rotated at an angle of 180°(S) on the system of coordinate) were chosen preferably and the preference for figures of the other directions was undifferentiated. These results were similar to those in the previous paper, showing that the preference of the reversal figures was rather emphasized in the recognition method of the present study than in the simultaneous choice method of the previous study.2) Results with the adults on the recognition of similarity indicated that the elective figures which had a minimal apparent difference from the standard figures were dominantly chosen, the reversal figures coming in the second rank, and the residual figures in the other direction being far less chosen. These results were again similar to those in the previous paper, showing even a stronger preference in the recognition method for the figures which had the minimal apparent difference from the standard figure.3) The transitory period of shifting to the adult characteristics in the recognition of similarity in direction was observed at the first (the ages of 6-7) or the second grade (the ages of 7-8) in the primary school and the recognition of adult type was found to begin around the third grade.This recognition of adult type came one year later than that in the simultaneous choice method.