Departmental Bulletin Paper 発達障害児のためのパソコンによる概念学習(Ⅱ): 刺激の抽象レベルによる学習への効果
Concept Learning Using Personal Computers for Children with Developmental Disorders (II) : How is their Performance Influenced by Levels of Abstraction of Stimulus?

冷水, 啓子  ,  冷水, 來生

In this paper we report on our attempt to develop a PC-driven conceptlearning and achievement evaluation system for children with lowfunctioningdevelopmental disorders.As part of this study, a second preliminary investigation was conductedfrom October to December 2014 on second- and third-grade boys enrolledin elementary departments of Schools for Special Needs Education whowere attending a day service center after school (A-Center).Subsequently, a third main investigation was designed to control forvariables affecting the results of the concept learning tasks and conductedfrom August to October 2015. Participating were thirteen childrenattending three day service centers (A-Center, B-Center, and C-Center),with a photo condition for four children, a color line drawing condition forfive children, and a line drawing condition for four children. The results ofthe thirteen children with developmental disorders were examinedcomparatively among the three stimulus conditions: three levels ofabstraction of stimulus.Four other children with the photo condition had already participated inthe second preliminary investigation in 2014 with the original line drawingcondition, in which the stimulus was hand drawing. Therefore, the resultsof these four children in the main investigation condition were examinedcomparatively with the results of the second preliminary investigationbased on several factors such as the levels of abstraction of stimulus,learning experiences one year before, and different types of developmentaldisorder.Regarding the control groups of typically developing children, all threestimulus conditions were conducted for each of ten children grouped asyounger, middle, or older who were attending kindergarten in February2016. The results of the latest fourth investigation, conducted in 2016, arecurrently being analyzed, and will be reported on when available.The results of these investigations, together with earlier research results,suggest the existence of categorization processes by semantic features inthe children with developmental disorders (especially, children with ASD).In addition, their dependence on visual pathways and preference for usingequipment such as personal computers was confirmed.

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