著者
本郷 一夫
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.30, no.1, pp.46-53, 1982-03-30 (Released:2013-02-19)
参考文献数
17
被引用文献数
1

The purpose of the present study was to test the predictions derived from Semantic Feature Hypothesis concerning the acquisition of spatial adjective pairs and to discuss the formational processes of semantic space.The subjects were 30 children attending a nursery school in Sendai. According to their ages, they were divided into three groups of 10 each. The mean age for each group was 4; 0, 5; 1, 6; 1, respectively.Two experiments were conducted. In experiment 1, the Ss were presented with 10 spatial adjectives and asked to give their opposites. The 10 adjectives used were big/small, long/short, tall/short, thick/ thin, and wide/narrow. In experiment 2, the Ss were shown a set of four wooden blocks and asked to choose the-one, where the blank was filled with one of the following 6 words: longest/shortest, tallest/shortest, thickest/thinnest.The main results were as follows.(1) The children were aware that a word belonged to a particular semantic space before they had learned the full meaning of the word.(2) “Big/small dimension” was acquired prior to other dimensions. When the children did not know well more restricted adjectives, they tended to substitute “big/small” for them.(3) Unmarked words were acquired no later than marked words.(4) The children of 4 years old tended to regard marked words as complementary sets of unmarked words and the children of 5 years old tended to regard them as being below the average in the relevant dimensions.
著者
本郷 一夫
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.24, no.4, pp.417-425, 2013

本稿では,臨床発達心理士の専門性と役割について,大きく3つの観点から論じた。第1に,臨床発達心理士認定運営機構の歴史を振り返ることによって,臨床発達心理学における「臨床」の意味について検討した。第2に,臨床発達心理士の専門性の中核を成す「発達的観点」の意味について,発達アセスメントと発達支援の観点から検討した。第3に,東日本大震災後の支援を通して,東日本大震災の支援における臨床発達心理学と発達心理学の役割について考察した。また,発達心理学と臨床発達心理学における「基礎」と「実践」の循環性について考察した。これらの議論を通して,今後の発達心理学研究の方向性について提案した。