Title 幼 児 の 実 行 機 能 の 発 達 過 程 : Dimensional Change C を 用 いたルールの 理 解 とその 使 用 に 関 する 検 討 Author(s) 浮 穴, 寿 香 ; 橋 本, 創 一 ; 出 口, 利 定 Citation 東 京 学 芸 大 学 紀 要. 総 合 教 育 科 学 系, 57: 427-438 Issue Date 2006-02-00 URL http://hdl.handle.net/2309/1471 Publisher 東 京 学 芸 大 学 紀 要 出 版 委 員 会 Rights
pp 427 438 2006 Dimensional Change Card Sort ****** ** 2005 9 30 2004 8 2002 4 Zelazo, P. D., Carter, A., Reznick, J. S. & Frye, D. 1997 10 2003 Zelazo et al. 1997 10 qw e r 4 Zelazo et al. 1997 10q w w e Planning Planning e a b 184-8501 4 1 1 427
57 2006 Zelazo et al., 1997 10 Bronson, 2000 1 2004 9 e r Zelazo et al., 1997 10 Lezak 1995 5 q w e r 4 Zelazo et al. 1997 10 q Lezak, 1995 5 Zelazo et al. 1997 10 w e e Lezak, 1995 5 Zelazo et al. 1997 10 r Lezak, 1995 5 Zelazo et al. 1997 10 2004 7 ADHD Gillberg, 2002 2001 2 3 2004 6 Zelazo Frye & Rapus 1996 11 ex. ex. Dimensional Change Card Sort DCCS 3 2004 8 Zelazo et al. 1997 10 e DCCS DCCS Zelazo et al. 1996 11 428
Zelazo et al. 1997 10 DCCS 3 CA 3 0 5 11 38 16 22 CA 4 5 30 40 5 1 CA MA IQ CA 3 3 4 5 CA CA MA IQ 2 MA 4 3 4 5 6 MA CA MA IQ 3 5 DCCS 429
57 2006 2 2 2 1 2 4 DCCS 2 2 2 2004 8 2 2 2 2 2 4 2 8 2 3 3 9 1 3 2 2 3 3 1 2 430
DCCS DCCS 2 ex. 1 1 2 CA MA 1 CA 4 37 5 MA MA MA 32 a 3 CA 4 CA CA CA CA MA 431
57 2006 4 CA 3 12 3 25% CA 4 13 9 69% CA 5 12 10 83% CA CA 2 CA 2 (2, N=37)=9.26, p<.05 CA 3 5 s 4 MA 5 MA MA MA CA MA 5 MA 3 MA 6 17% 80% 2 (3, N=32)=6.42, n.s. 38 MA 5 MA a 3 CA 6 CA CA CA CA MA 6 CA 3 12 1 8 % CA 4 14 8 57% CA 5 12 10 83% CA CA 2 CA 2 (2, N=38)=13.95, p<.01 CA 3 CA 5 CA CA 3 3 1 CA 4 9 8 CA 5 10 10 s 4 MA 7 MA MA MA CA MA 7 MA 3 6 MA 4 7 2 29% MA 5 10 4 40% MA 6 10 432
8 80% MA 2 MA 2 (3, N=33)=10.78, p<.05 MA 3 MA 6 MA3 1 0 MA 4 4 2 MA 5 MA 6 CA 3 2 3 CA 5 DCCS q w 38 1 CA 4 37 5 MA MA MA 32 a q 3 CA CA 3 12 8 67% CA4 13 13 100% CA 5 12 11 92%CA 2 CA 2 (2, N=37)=6.34, p<.05 CA 3 4 MA MA 3 6 3 50% MA 4 7 6 86% MA 5 9 9 100% MA 6 10 9 90% 2 MA 2 (3, N=32)=7.29, p<.1 100% CA 3 s w q 3 CA CA 3 8 3 38% CA 4 13 9 69% CA 5 11 10 91% % q 2 CA 2 (2, N=32)=6.15, p<.05 CA 3 CA 5 433
57 2006 q 4 MA MA 3 3 1 33% MA4 6 4 67% MA 5 9 4 44% MA 6 9 8 89% q MA 3 MA 6 2 (3, N=27)=5.08, n.s. 38 5 MA MA MA 33 a q 3 CA CA 3 12 6 50% CA 4 14 12 86% CA 5 12 12 100%CA 2 CA 2 (2, N=38)=9.64, p<.01 CA 3 CA 5 4 MA MA 3 6 2 33% MA 4 7 4 57% MA 5 10 9 90% MA 6 10 10 100% 2 MA 2 (3, N=33)=11.51, p<.01 MA 3 MA 6 s w q 3 CA CA 3 6 1 17% CA 4 12 8 67% CA 5 12 10 83% % q 2 CA 2 (2, N=30)=7.75, p<.05 CA 3 q 4 MA MA 3 2 0 0 % MA 4 4 2 50% MA 5 9 4 44% MA 6 10 8 80% q MA 3 MA 6 2 (3, N=25)=5.43, n.s. CA 4 5 w w CA 3 w w CA 3 CA 4 5 a qw 15 23 MA MA MA 19 q 3 CA 434
CA 3 9 1 11% CA 4 5 3 60% CA 5 9 8 89% CA 2 CA 2 (2, N=23)=11.10, p<.01 CA 3 CA 5 CA 4 5 CA 3 DCCS 4 MA MA 3 4 0 0 % MA 4 6 1 17% MA 5 5 3 60% MA 6 4 4 100% 2 MA 2 (3, N=19)=10.66, p<.01 MA 6 w q 3 CA CA 3 9 7 78% CA 4 5 4 80% CA 5 9 8 89% MA MA 3 4 3 75% MA 4 6 5 83% MA 5 5 3 60% MA 6 4 4 100% w q 3 CA CA 3 7 1 14% CA 4 4 3 75% CA 5 8 8 100% % q 2 CA 2 (2, N=19)=12.10, p<.01 CA 3 CA 5 MA MA 3 3 0 0 % MA 4 5 1 20% MA 5 3 3 100% MA 6 4 4 100% CA 4 5 CA 3 CA 3 CA 4 5 s qw 38 MA 5 MA q 3 CA CA 3 12 1 8 % CA 4 14 2 14% CA 5 12 8 67% CA 2 CA 2 (2, N=38)=12.24, p<.01 CA 5 4 MA MA 3 6 0 0 % MA 4 7 1 14% MA 5 10 2 20% MA6 10 4 40% 2 (3, N=33)=3.94, n.s. 50% 29% CA 4 CA 5 CA 4 435
57 2006 CA 4 CA 3 CA 4 CA 5 CA 4 CA 5 w q 3 CA CA 3 12 4 33% CA4 14 7 50% CA 5 12 11 92% 2 CA 2 ( 2, N=38)=8.94, p<.01 CA 3 CA 5 4 MA MA 3 6 2 33% MA 4 7 3 43% MA 5 10 4 40% MA 6 10 9 90% 2 MA 2 (3, N=38)=7.40, p<.1 76% 55% w q 3 CA CA 3 4 1 25% CA 4 7 2 29% CA 5 11 8 73% % q CA 5 2 (2, N=38)=4.56, n.s. MA MA 3 2 0 0 % MA 4 3 1 33% MA 5 4 2 50% MA 6 9 4 44% q w e r 4 33 CA MA MA MA 31 3 CA 8 CA CA CA CA MA 8 CA 3 12 1 8 % CA 4 436
12 5 42% CA 5 9 7 78% CA CA 2 CA 2 (2, N=33)=10.43, p<.01 CA 3 CA 5 4 MA MA 3 6 0 0 % MA 4 7 2 29% MA 5 8 3 38% MA 6 10 6 60%MA 3 MA 6 2 (3, N=31)=6.09, n.s. CA DCCS CA 3 CA 5 CA 3 CA 5 CA CA 5 CA 3 CA 5 CA 3 CA 5 CA 3 CA 5 1 Bronson, M. B.: Self-regulation in early childhood: Nature and Nurture. New York: Guilford Press. 2000 2 Gillberg, C.: A Guide to Asperger Syndrome. Cambridge University Press. 2002 2003 3 ADHD 5 21_27 2001 4 42d 159_167 2002 5 Lezak, M. D.: Neuropsychological Assessment, 3rd edition, Pp.659_665, New York: Oxford University Press, 1995 6 2004 7 52 17_27 2004 8 27 73_81 2004 9 50 253_264 2004 10 Zelazo, P. D., Carter, A., Reznick, J. S. & Frye, D.: Early development of executive function: A problem-solving framework. Review of General Psychology, 1, 198_226, 1997 P E 26-53 2003 11 Zelazo, P. D., Frye, D. & Rapus, T.: An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37_63, 1996. 437
Bulletin of Tokyo Gakugei University, Educational Sciences, Vol. 57 (2006) A Development Process of Executive Function in Early Childhood The Study of Understanding Rules and Using Them With the Dimensional Change Card Sort Yoshika UKENA*, Soichi HASHIMOTO**, Toshisada DEGUCHI*** Center for the Research and Support of Educational Practice Key words : executive function, early childhood, understanding of the rules This study concerned development process of executive function in early childhood, particularly, which was needed during execution of rule-based card sorting task. For children from 3 to 5 years of age (N=38), the Dimensional Change Card Sort (DCCS) was carried out to examine the inconsistency between an intention and an action. The DCCS task involved a preswitch phase and a postswitch phase. First, participants were told to sort cards by one dimension (e.g. color), and then by the other (e.g. shape). The DCCS task in our study had 3 trial; (1) sorting trial, (2) account trial, (3) utilization of the mark trial. The sorting task included factor affecting in the performance of task; memory load and complication. The major result showed that a lot of 3-yearolds tended to continue using the preswitch rules during the post switch phase. In contrast, almost all 5-year-olds successfully switched from pre-rule to post-rule. Additionally 3-year-olds were influenced by the factors of memory load or complication in the task, on the contrary, 5-year-olds could demonstrate the function stably without influence of factor affecting as memory or complication of the task. These consequences guess that there is difference in the quality of executive function between 3-yearolds and 5-year-olds. These results suggest that from 3-year-olds to 5-year-olds, there is a developmental transition of executive function, which related rule-based card sorting task. * Graduate School of Education, Tokyo Gakugei University ** Tokyo Gakugei University (4-1-1 Nukui-kita-machi, Koganei-shi, Tokyo, 184-8501, Japan) *** Department of Educational Psychology 438