実験ゲーム研究における「因人のジレンマ」とよばれている心理学的事態は、いわゆる個人合理性と集団合理性に関する社会動機間の葛藤を示す典型的事態である。こ事態が何回も繰り返される場面では、この事態に参加するふたりのプレイヤーの選択は、しばしば最適解でない共貧状態に陥ってしまうことが多いが、この状態から共栄状態へ脱出するにはどうしたらよいかという問題がこの領域におけるひとつの主題になっている。本研究は、この主題を統制者が選択する反応系列によって相手側に協力反応を選択せざるを得ないようにする方略に関する視点と相手側に事態を規定している利得構造をいかに把握させるかという事態認知と情報統制とに関する視点に焦点をあてたものである。前者は「TITーFORーTAT」とよばれる方略,後者は申請者によって提起された「合成的分解型ゲーム」というパラダイムを基盤とする。本研究の目的は、これらのパラダイムが共栄状熊の実現に有効になり得るかということを実験的に検討することにある。本報告書は2部から成り、第1部はTIT-FOR-TAT方略に関する3系列の実験的研究,第2部は合成的分解型ゲームに関する2系列の実験的研究の成果を述べたものである。第1部における実験研究では、1)TIT-FOR-TAT方略には種々の型があり目的によって最適方略が異なること、2)利得和最大化のためには、可能ならば同時TIT-FOR-TAT方略が最適であること、3)利得差最大化にためには、当実験条件下では倍返しTIT-FOR-TATが最適であったこと、4)報復の遅延は効果を減ずること、などの結果が得られた。第2部における実験研究では、1)合成的分解型ゲームは理論的に標準的分解ゲームより効果があるにしても、そのままでは大きな効果を示さなかったこと、2)情報の統制効果は大で、相手に統制者の利得条件を示さない場合や相互の利得を示さない場合はとくに顕著であることなどの結果を得た。
1 0 0 0 OA 測定指標としての社会性偏差値の検討及びその適用による試論
- 著者
- 寺岡 隆
- 出版者
- 一般社団法人 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.5, no.4, pp.32-39,63, 1969-10-15 (Released:2013-02-19)
- 参考文献数
- 7
The present study was primarily designed to investigate on “the standard score of sociality” devised as a sociometric index based upon the distribution of sociality. Secondly, to find out the relationships among the school records, intelligence and sociality indicated by this index.1. The standard score of sociality (S. S. S.):The scores of usual indices generally indicate only the relative heights of sociality. A index indicated by the standard score was devised, as it is convenient in practical use for the score of index to be ranked on the standardized scale.An, individual sociality was defined as a social status determined by choice-rejection responses from members of class. Accordingly, subjects were instructed to check responses for all. members (n) one another on the 5-grades scale under a certain criterion. It was all but conformed to the usual indices.It is assumed that the scores on a valuation scale, being the basis of personel feeling, is normally distributed: each grade (i), in case of arrangement, is represented by z score transformed from summations of checked frequency (f) at the grade. An individual score is generally indicated as follows:_??_Assuming the sociality is normally distributed, X is replaced with S. S. S. indicated by Z score, So,_??_The normality was confirmed by x2 test in 209 pupils of a secondary school. The reliability coefficient, by the re-test method, was 0.97 while it was 0.90 in case of the split half one.2. The relations among school records, intelligence and sociality:Subjects were the pupils described in 1. At first, the correlation and partial correlation coefficients among the school records (1), intelligence (2) and sociality (3), were calculated. Also each score of the former two elements was indicated by the standard score.Results are shown as follows: Correlations: γ12=0.62. γ13=0.60, γ33=0.41 partial correlations: γ12.3=0.51, γ13.2=0.48, γ23.1=0.07 They are all significat at 1% level except γ23.1.These results suggest that the correlation between the sociality and school records is relatively high and, moreover, that the former is naturally independent of the intelligence. In other words, the sociality relates to the factors of being the over- or underachiever. Over- and under-achievers were, therefore, selected out under a criterion. In regards to both groups, the mentioned deduction was confirmed at 1 % level of significance.Secondly, to investigate the developmental transition, 4 groups, selected out of primary, secondary and high schools, were examined with the same procedure. The same tendency was found also in all groups but a group of high schools.
1 0 0 0 問題解決に影響を及ぼす二・三の先行条件
- 著者
- 寺岡 隆 長尾 桂子 長谷部 とし子
- 出版者
- The Japanese Psychological Association
- 雑誌
- 心理学研究 (ISSN:00215236)
- 巻号頁・発行日
- vol.31, no.6, pp.327-336, 1961
The present study was mainly intended to inquire into the effects of preceding trials over the performance of following problem series when the preceding series was diferent from the subsequent one about the cue for the solution. Simple anagram series were used as problems, and were given to junior high school students. Experimental series were divided into the preceding and the subsequent series with respect to the letter-orders used as cues. Though two series were arranged with different letter-orders, these letter-orders were, generally, constant through each series. Each anagram was presented one after another to the subjects at the rate of 10 seconds per one.<br>1) Experiment I was designed to find the effects of trial number of preceding series. Subjects were divided into groups in terms of the number of trials in the preceding series-6, 12, 24, 42, and 60 trials, five groups in all. There was no transfer effect in the group which performed 6 trials in the preceding series. In the group which performed 12 trials, rather negative transfer was observed in terms of the median on trials to reach the learning criterion though there was a positive transfer with respect to the total number of correct responses in the subsequent series. More marked negative transfer was found in the group which performed 24 trials. As the number of preceding trials, however, became as large as 42 or 66 significant positive transfer appeared.<br>In order to explain the non-monotonous variation of transfer effects indicated by these results, it was hypothesized that a response tendency at each trial was determined by the composition or algebraic summation of the two tendencies existed simultaneously at the trial, <i>viz</i>., the facilitation and the inhibition, and, that these two tendencies were different in the process of development though they were both functions of the number of trials.<br>In addition, inquiry was made about the case where the letter-order of preceding series was not constant but was varied at random every trial. Under this condition, only the group which performed 24 preceding trials showed negative transfer, and the other four groups showed no transfer.<br>2) Experiment II was designed to investigate the case where there were differences between the preceding and subsequent series with respect to the difficulty of solution. In the case where the problem had similar difficulty in the both series, the results were the same as in Experiment I. In the case where the preceding series was easier than the subsequent, the phase of negative transfer was hard to appear while there was no great difference about the phase of positive transfer. In the case where the preceding series was more difficult, the phase of negative transfer was, inversely, hard to appear while there was no great difference about the phase of positive transfer. These results were also explained by the above-mentioned two-factor hypothesis.<br>3) The relation between two cases where the letter-orders were constant and random through the preceding series was examined in Experiment III. In Experiment IV, the case where the shift of cues between two series was made gradually was tested, and moreover, in Experiment V, the case where cues were changed one after another every block of trials was investigated. But these results were not necessarily clear.