@article{oai:stars.repo.nii.ac.jp:00009023,
 author = {冷水, 啓子 and 冷水, 來生 and SHIMIZU, Keiko and SHIMIZU, Yorio},
 issue = {2},
 journal = {桃山学院大学社会学論集, ST.ANDREW'S UNIVERSITY SOCIOLOGICAL REVIEW},
 month = {Feb},
 note = {In this paper we report on the investigation conducted on typically
developing children as control groups, using the PC-driven concept learning
program related to concepts on natural objects and artificial materials
which was developed for children with developmental disabilities (Shimizu
& Shimizu, 2017; Shimizu & Shimizu, 2018).
In February of 2016, an investigation based on three stimulus conditions
(specifically, photo, colored line drawing, line drawing) were conducted on
typically developing children belonging to three age classes of kindergarten
(specifically, younger class for children of 3 years of age, middle class for
children of 4 years of age, and older class for children of 5 years of age).
The results of this investigation are as follows.
In the case of the concept of natural objects, it was shown that the mean
percentage of stimulus selection as the same concept increased with age.
On the other hand, there was no significant difference depending on the
abstraction level of the stimulus. In other words, in younger children it was
still difficult to judge “the same group” based on the same concept.
However, in older children, it was possible to reach the understanding level
of 70% to 80% or more, regardless of the abstraction level of stimulus.
Thus it appears that the older children no longer depended on the
differences in the abstraction level of stimulus, according to the
development of concept formation. This result suggests that the process of
development of semantic understanding related to familiar objects such as
natural objects was clarified.
However, the result concerning the concept of artificial materials
suggests that concept acquisition was not sufficiently achieved among the
kindergarten children.
Additionally, in this study, the developmental level of each typically
developing child could be evaluated based on types of stimuli which were
selected as belonging to “the same group”. Therefore, the analysis of
individual differences in children with developmental disabilities will be
possible through comparison of the process of developmental change in the
strategy of stimulus selection which was clarified this time.},
 pages = {21--50},
 title = {発達障害児のためのパソコンによる概念学習（Ⅲ）: 定型発達児を対象とする調査},
 volume = {52},
 year = {2019},
 yomi = {シミズ, ケイコ and シミズ, ヨリオ}
}