ルイスイ ト チシキ ソウサ ニオケル クウカン ヒョウショウ ノ コウカ

The question of whether facilitative effects of figural illustrations are obtained in text comprehension is studied following a two-pronged approach. First，imagery manipulation ability of first grades predicted their geometry remarks in computor aided learning，while no such caual relations were obtained for mentally handicapped students. Second， cumulative effects of the figural illustrations and advance organizers are obtained for college students as they used analogies in their comprehension tasks. The data are discussed with reference to contextual cues and working memory models

ルイスイ セイリツ ニオケル キョウジュ カツドウ ノ コウカ

In the previous studies on analogy use, the author had stressed that an abstract principle provided as a source informaton was not sufficient for enhancing analogical transfer. Following those remarks， the present study reviewed recent investigations of the circumstances under which an abstract principle promoted analogical problem solving activies of elementary school children

セツメイブン リカイ ニオケル ズシ ト ルイスイ ノ コウカ

While the importance of analogical similarity among text passages has been well documented， it has been unclear how structural consistency of those text passages had been identified as central components of analogical mapping. The present study was directed to those issues. The results were as follows : First, for ninth-graders and college students， their analogy test remarks predicted their geometry remarks in computer aided learning， while no such causal relations were obtained for seventh-graders. Instead， younger subjects relied on thier concrete imagery. Second， cumulative effects of figural illustrations and question aids are obtained for college students as they used analogies in their comprehension tasks. Third， for college students， their analogy test remarks predicted text comprehension as they were given advance organizers. The data are discussed with reference to cues for comprehension of the structural consistency

サンブン リカイ ニオケル ルイスイ ト ヒユ ノ キヨ : シャゾウ ノ コウヨウ

This study deals with student's mapping activities as they used metaphor and analogical skills in their text comprehension.The basic claim is that the need for coherence is the primary driving force behind almost all mapping activities in text comprehension tasks. Facilitative effects of mapping skill use on text comprehension are seen. These results have implications for elabotation of instructional aids in text comprehension and algebraic skill use

サンブン ノ ケッソクセイ ノ リカイ ト ソノ ソクシン ニ タイスル ルイスイ トキ ョウジュ カツドウ ノ コウカ

This article attempts to figure out facilitative effects of text-based analogy on text comprehension and solution of word problems. Recent research which used analogies in school learning were reviewed.Recommendations for analogy were made in acquisition of coherent text representations

サンブン ノ リカイ ニオケル ルイスイ ノ テキヨウ ト ソノ ゲンカイ ニ ツイテ

This article reviews over-extension of analogical strategies in text comprehension tasks. While considerable progress has been made in the understanding of how over-extension of analogical strategies are involved in text comprehension and solution of algebra word problems， relatively limited number of research has been focused on some instructional effects on the over-extension of analogy in text comprehension and solution of word problems.In this article，neessity of further instructional studies to tackle this issue was stressed

サンブン ノ ケッソクセイ ノ リカイ ニオケル ルイスイ ト キョウジュ カツドウ ノ コウカ

The aim of this review is to summarize facilitative effects of instructional aids and analogies on comprehension of the content and the structure of the text. Following the author's previous reviews on text comprehension studies，this article reviewed current studies on how comprehension skills. prior-knowledge and analogy test remarks are related to use of global coherence of text structures

ルイスイ セイリツ ニオケル ズシ ト キョウジ ノ コウカ

Multiple regression and multi-dimensional scaling technigues were used to investigate the contribution of imagery and analogy skills to metacognitive remarks obtained in text-comprehension tasks. Across agelevels of subjects，bo th imagery and analogy use had significant unique effects on comprehension of arithmetic texts. Those results were discussed in terms of task-appropriate use of imagery schemata and analogies observed for older subjects

サンブン リカイ ニオケル ルイスイ ノ カジョウ テキヨウ ニ カンスル ジッケン ノ テンカイ

This study deals with student's overextension of analogical reasoning in text comprehension.The basic claim is that the need for coherence is the primary driving force behind almost all text comprehension activities. Facilitative and detrimental effects of analogy are seen according to the task demands. These results have implications for elabotation of instructional aids in text comprehension and algebraic skill use