兒童의 分類槪念發達에 關한 實驗的 硏究

Abstract

The purpose of this study was to find out the differences of classification concept attainment differing by age, intelligence, sex and concept hierarchy, and the differences of color response according to concept hierarchy in elementary school children. The subjects consisted of 96 boys and girls attending elementary schools in Seoul, equally devided among the following age groups 7￣, 9￣, and 11￣yr. Three age groups were within 1st, 4th, and 6th grade level. Half of the children with each age level were between I.Q. 90 and 109, and the other were between I.Q. 112 and above. These age groups were chosen because they represent the extremes and midpoint of the elementary school population and because they fall within the Stage of the Period of Concrete Operations in the Stages of Intellectual Development as defined by Piaget. The concepts studied were : "animal", "human figure", "bird", and "living thing;". And those four concepts were colored black, red and blue. The data were analyzed in terms of 4 × 3 × 2 × 2 factorial analysis of variance and 3 × 3 × 2 × 2 factorial analysis of variance. The following results were observed : (1) Acquiring concepts were easier with age even though the children were in the "Period of Concrete Operations". (2) The effect of age and sex interaction was significant for Acquiring concepts. Boys were easier than girls for acquiring concepts, and this tendency became remarkable with age. (3) The age and intelligence interaction was associated with concept attainment. High intelligence group was easier than normal intelligence group in 9￣, and 11￣yr. for concept attainment, but this tendency wasn't found out in. 7￣yr. (4) The concept hierarchy did produce a significant difierence. According to the result of this study, these concepts represented increasing level of difficulty ---- the order of "animal", "Human figure", "bird", and "living thing". (5) In acquisition of these concepts, the F ratio for the age and color interaction was significant. In addition, the results suggested importances of effect of color and intelligence interaction, and color and sex interaction in concept attainment of children.