著者
安藤 寿康
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.44, no.2, pp.223-233, 1996-06-30 (Released:2013-02-19)
参考文献数
37
被引用文献数
1

The purpose of this study is to show two types of genetic effects-genetic main effects and genotype-environment (GE) interaction-upon several aspects of motivation as learning outcomes through instruction, using the cotwin control method. These genetic effects can emerge both indirectly, upon the basis of some preexisting aptitudes having been genetically influenced (indirect effects), and directly as some novel genetic architecture never been activated before (direct effects). Nineteen pairs of identical twins and 15 pairs of fraternal twins in the sixth grade received two different English teaching methods: the Grammatical and the Communicative Approach. Indirect genetic main effects were shown in most of the motivational aspects through some genetically influenced aptitudes such as general activity. The direct genetic main effects, most of which were nonadditive, were indicated, too. Marginally significant indirect GE interactions were found upon social extraversion, when the motivation toward a communicative activity was entered as a dependent variable. Finally, direct interaction was also found for general motivation towards English by means of intrapair difference-sum correlation.

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外部データベース (DOI)

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https://t.co/fpepZSsHWM 孫引きになっちゃうけど、 -遺伝的影響はその常識的含意である「決定性」「伝達性」「不変性」を持つとは限らない。- とこの資料の冒頭にはある。 実際、級内相関係数の信頼性、テストの種類によって生じる差異の説明、交互作用による効果は議論の余地があるし。
https://t.co/smgaGDdRat よい論文
J-STAGE Articles - 遺伝要因が教授・学習過程に及ぼす諸効果 https://t.co/Jc6EywXyfG
@rekisilove1 まあ諸論文などを読むと、学力にも生来的要因はかなり大きいと思えますからね… そもそも入学試験自体が妥当か否かも問題になるかもしれませんね。https://t.co/aA6vXX3k4d

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