2013 24 3 380 390 クラスでワーキングメモリの相対的に小さい児童の授業態度と学習支援 1 1 1 2 3 37 ab c キーワード ワーキングメモリ, 児童, 発達的個人差, 学習支援, 授業 問題と目的 working memory Baddeley & Hitch 1974 3 2 Alloway, 2010 / 2011; Gathercole & Alloway, 2008 / 2009; Dehn, 2008; Pickering, 2006 Alloway, Gathercole, Kirkwood, & Elliott 2009 5 11 3189 10 308 IQ 1 2 Baddeley & Hitch 1974 4 Gathercole & Alloway 2008/2009
381 80.39 78.62 79.41 IQ Gathercole, Brown, & Pickering 2003 2 2004 Alloway et al., 2009 Gathercole & Alloway, 2008/2009 10 Alloway et al., 2009 Gathercole & Alloway, 2008/2009 7 10 4 7 4 Gathercole & Alloway 2008/2009 1 Gathercole & Alloway 2008/2009 1 2005 1 10 2
382 24 3 Table 1 AWMA 12 SM WM SM WM Digit Recall Backward Digit Recall Dot Matrix 4 4 Nonword Recall Listening Recall Maze Memory 2 e.g. Word Recall Counting Recall Block Recall 2 Odd One Out 3 3 Mister X X X X Spatial Recall 方法 参加者 1 2 1 2 79 39 40 ワーキングメモリアセスメント Automated Working Memory Assessment AWMA; Alloway, 2007 AWMA 4 3 12 Table 1 12 SMWM SM WM Counting Recall Digit Recall Backward Digit Recall Word Recall, 1984 2 172 166 6 Nonword Recall 2010 1006 0.5 1.0 130 124 6 Listening Recall 2002 AWMA AWMA AWMA 1 45 2 2 1
383 12 2 4 4 3 3 0 1 1 A B C SM WM SM WM 1.45 0.26, 0.07, 2.26, 2.26 1.79 1.17, 0.71, 1.46, 1.54 2.43 0.22, 1.08, 2.73, 2.272 D E F 2.14 0.47, 1.64, 2.19, 2.59 1.63 1.22, -0.77, 1.80, 1.45 1.98 1.31, 0.95, 1.69, 2.33 A B C D E F 0.67 1.87 0.53 0.73 0.20 0.07 0.20 0.87 0.27 0.33 0.93 0.20 4 授業観察 2 37 4 10 12 2 1 1 2 1 2 2 2 1 1 2 2 5 2 1 1 2 3 1 Q 2 Q 4 1 I 2 B 3 O 4 E E 3 AWMA 4 4 4 41 2 5 AWMA
384 24 3 Table 2 1 A B C A B C 11 33.14.60.17 40.84.70.81 20 42.00.25.45.76.04.35 33 51.73 1.00.44.89.62 1.00 8 30.14.71.16 41.84.65.73 17 40.00.33.50.86.00.29 36 56.69.98.41.97.44.98 2 D E F D E F 10 37.18.17.31 40.39.48.64 13 61.02.43.03.40.14.57 16 57.20.74.23.63.46.81 8 20.09.08.28 35.36.39.65 9 29.00.23.00.17.10.53 19 48.26.48.20.56.44.78 A:1.09 B: 3.18 C :1.36 D :2.00 E :2.50 F: 1.60 A :1.63 B:4.00 C :3.00 D :1.50 E :1.88 F:1.25 3 2 3 Q I B O E 1 61 2 63 61 100 2 2 2 E 1 100 I BO E 7481 2 15 2 一般児の挙手率と授業参加率 3 3 3 AWMA 3 2 結果 挙手および授業参加の量的分析 Table 2 A C 10 B 60 71 D E 10 10 F 30 60D E
385 Table 3 3 1 A B C 29 20 33.21**.18.25.55.45.61.21**.12.35.51.44.57 22 17 28.18**.10.33.63.50.71.20**.07.29.47.31.73 2 D E F 18 9 31.12**.10.33.07**.03.11.29.22.43.29.22.42 23 17 29.06**.00.17.07**.00.12.35.23.53.29.22.43 3 **p <.01 3 Table 4 1 A B C 34.73**.45*.85 1.00 32.89.72*.79.91 2 D E F 34 26 42.43**.42.44.35**.29.41.63**.42.83.91.90.93 29 27 31.21**.18.24.55**.47.64.34**.29.39.85.82.88 1 1 2 2 3 A C p <.10 *p <.05 **p <.01 3 Table 3 3 6 Table 3 A C D E Table 4 3 Table 4 1 2 D E F 2 Table 5 4 50 3 A-F χ 2, 2 N = 395, 361, 395, 371, 364, 368 = 11.97, 44.36, 19.11, 80.72, 62.02, 56,07, p <.01 A-F χ 2, 2 N = 316, 298, 304, 270, 266, 269 = 3.35, 24.19, 28.44, 57.77, 71.71, 31.95 A p <.01 Table 5 6
386 24 3 Table 5 1 A B C A B C A B C A B C.87.86.93 1.00 1.00 1.00.89.54**.79.75**.52.73**.73 1.00.75 1.00.77 1.00 1.00 1.00 1.00.82 1.00.40.85.59 1.00.50 1.00.00 1.00.33 1.00.90.79.92.91.94.97.84.56**.65**.72.67.61.71 1.00.43 1.00.71 1.00.50 1.00.50 1.00.75 1.00.43 1.00.14.95.37.96.50 1.00.29 1.00.14 1.00 2 D E F D E F D E F D E F.62.73.91 1.00.33 1.00.14**.27**.48**.50.33.38**.40.88.20.100.75 1.00 1.00.33 1.00.00.33.00.49.00.69.25 1.00.00.75.00.75.64.71.85 1.00 1.00 1.00.22.13**.51**.13**.27**.51.25.83.43 1.00.62 1.00 1.00 1.00 1.00.06.38.00.42.38.72.00.50.00 1.00.00 1.00 1 35 38 2 33 34 1.39.00.44 17.26,.05 56.12 2.29.01.58 12.35.01.53.12. **p <.01 観察対象児の授業態度の事例および量的分析との関連 2.84.84.60.71 D.39.36 E.48.39 D E.31.28.64.65 観察対象児の挙手場面の分析 A C D E 4 a c a b c
387 Table 6A C D E 1 A C 2 D E A C D E a 13.54**.69** 13.46*.23** b 11.27*.36 5.20.20 c 7 1.00** 1.00** 11.82**.55** p <.10 *p <.05 **p <.01 Table 6 Table 2 Table 6 D E b A C 3 a) 考える時間の付与 1 A C A A A b) 発問の繰り返し 1 A C A 1 B c) 具体的な選択肢の提示 2
388 24 3 D E 3 1 2 3 3 4 5 6 6 3 F a a c 考察 Gathercole & Alloway, 2008/2009 10 Gathercole & Alloway, 2008/2009 2005 1
389 a b c b D E a c 1 a c 文献 Alloway, T.P. 2007. Automated Working Memory Assessment. London: Psychological Corporation. Alloway, T.P. 2011. 2,.. Alloway, T.P. 2010. Improving working memory: Supporting students learning. London Sage Publications. Alloway, T.P., Gathercole, S.E., Kirkwood, H.J., & Elliott, J.E. 2009. The cognitive and behavioral characteristics of children with low working memory. Child Development, 80, 606 621. Baddeley, A.D., & Hitch, G.J. 1974. Working memory. In G.A. Bower Ed., Recent advances in learning and motivation: Vol.8 pp.47 90. New York: Academic Press. Dehn, M.J. 2008. Working memory and academic learning: Assessment and intervention. Hoboken, NJ: Wiley. Gathercole, S.E., & Alloway, T.P. 2009.,.. Gathercole, S.E., & Alloway, T.P. 2008. Working memory and learning A practical guide for teachers. London: Sage Publications. Gathercole, S.E., Brown, L., & Pickering, S.J. 2003. Working memory assessments at school entry as longitudinal predictors of National Curriculum Attainment levels. Educational and Child Psychology, 20, 109 122. 2005.., 16, 1 14.. 2004. LD. LD, 23, 79 90.. 2002... Pickering, S.J. Ed. 2006. Working memory and education. Burlington, MA: Academic Press.. 1984.... 2010...
390 24 3 付記 B 23330203 Yuzawa, Masamichi (Graduate School of Education, Hiroshima University), Watanabe, Daisuke (Graduate School of Education, Hiroshima University), Minakuchi, Keigo (Graduate School of Education, Hiroshima University), Morita, Aiko (Graduate School of Education, Hiroshima University) & Yuzawa, Miki (The Faculty of Human Life Sciences, Notre Dame Seishin University). Classroom Behavior and Learning Supports for Children with Poor Working Memory. The Japanese Journal of Developmental Psychology 2013, Vol.24, No.3, 380 390. This study consisted of classroom observations of children with relatively poor working memory, and examined their behavioral characteristics in Japanese and mathematics classes to suggest ways to support their learning. Two classes of first graders received computer-based working memory tests, and 3 children with the poorest scores from each class were selected; 37 hours of observations were conducted in total for the children in Japanese and mathematics classes. Some children rarely raised their hands for teachers questions, and found it difficult to listen carefully to teachers explanation or to their classmates. There were exceptional situations in which those children raised their hands, when (a) teachers gave ample time for children s consideration before a question; (b) teachers repeated questions; and (c) teachers gave several alternatives as answers to a question. These findings suggest that in classes where individual differences in the development of working memory are inevitable a teacher could use questioning techniques to facilitate the learning of children with poor working memory. Keywords Working memory, First grade children, Learning supports, Individual differences, Classroom observation 2012. 11. 27 2013. 4. 19