著者
内田 伸子
出版者
公益財団法人 日本学術協力財団
雑誌
学術の動向 (ISSN:13423363)
巻号頁・発行日
vol.15, no.4, pp.4_104-4_111, 2010-04-01 (Released:2010-10-18)
参考文献数
3
被引用文献数
1
著者
内田 伸子
出版者
公益財団法人 日本学術協力財団
雑誌
学術の動向 (ISSN:13423363)
巻号頁・発行日
vol.22, no.10, pp.10_24-10_28, 2017-10-01 (Released:2018-02-10)
参考文献数
3

1 0 0 0 OA 作文の心理学

著者
内田 伸子
出版者
一般社団法人 日本教育心理学会
雑誌
教育心理学年報 (ISSN:04529650)
巻号頁・発行日
vol.25, pp.162-177, 1986-03-30 (Released:2012-12-11)
参考文献数
71
被引用文献数
2
著者
内田 伸子
出版者
一般社団法人日本発達心理学会
雑誌
発達心理学研究 (ISSN:09159029)
巻号頁・発行日
vol.1, no.1, pp.30-40, 1990-07-25

The purpose of this study was to examine what role "deficit-complement" schema played in a thematic integration of narrative sequences and how the schema developed. Eighty-four4-year-old (4:10-5:5) and 5-year-old 5:10-6:5) children were divided into three homogeneous groups (14 subjects each), and assigned to one of three conditions : the deficit condition where the children were informed that the character was in the deficit state, the non-deficit condition where they were informed that the character was in the complement state, and the control condition where no information about the character was given. The children were shown a drawing story, asked to describe each picture and, after interpreting all the pictures, to recall the story without the pictures, to answer 10 questions about the character's feeling. The results showed that the children in the deficit condition could grasped the pictures as a story, and construct the thematic and coherent interpretation of them, while the children in the other two conditions often failed to integrate the pictures into a story. Especially, in the non-deficit condition, the degree of erabolation of description were lower than in the other two conditions. In the recall and comprehension tasks, these trends were confirmed. From these results, it was suggested that the information about the the deficitsituation of the character enhanced the integration of narrative sequences as a cognitive framework through the activation of 'deficit-complement' schema.
著者
内田 伸子
出版者
日本教育心理学会
雑誌
教育心理学研究 (ISSN:00215015)
巻号頁・発行日
vol.37, no.4, pp.327-336, 1989-12-30

The purpose of this study was to examine the role of "deficit-complement" schema played in a semantic integration of narrative sequences and the development of the same schema. Eighty-four 4-year-old and 5-year-old children were divided into three homogeneous groups, and assigned to one of three conditions: a non-restricted information with an undetermined deficit, a restricted information, or a non-information. The children were shown an abstract drawing story and were asked to describe each picture and perform a free-recall of the story and comprehension tasks. The results showed that the hypothesis, "the deficit information facilitating semantic integration of narrative sequences" was supported. It also showed that for the 4 year-old, influenced by the perceptual feature of each picture, in order to reconstruct interpretation the restricted information was difficult to utilize, while the 5 year-old could utilize the information and construct coherent interpretation. As a result, qualitative differences of cognitive basis for story production between the two age groups were shown.
著者
安西 祐一郎 内田 伸子
出版者
日本教育心理学会
雑誌
教育心理学研究 (ISSN:00215015)
巻号頁・発行日
vol.29, no.4, pp.323-332, 1981

The purpose of this paper is to identity children's internal process during production of writings. A new procedure was devised to deal with the problem of estimating the internal dynamics of chidren from 8 to 12 years of age. At first, a simple procedural model of discourse production was presented ; then, where and how long pauses were generated during writing was recorded for each child subject. Each child was also interviewed for the introspective report of what he or she thought at each pause.
著者
藤田 英典 内田 伸子 山口 和孝
出版者
日本教育学会
雑誌
教育学研究 (ISSN:03873161)
巻号頁・発行日
vol.75, no.1, pp.66-73, 2008-03

rights: 日本教育学会rights: 本文データは学協会の許諾に基づきCiNiiから複製したものであるrelation: IsVersionOf: http://ci.nii.ac.jp/naid/110006680583本シンポジウムでは、藤田英典(国際基督教大)による「教育基盤の変容と教職の専門性」と内田伸子(お茶の水大学)の「生活概念から科学概念へ」の二つの報告を基本に、プロフェッションとしての教職者が備えるべき力量と課題について討論を行った。