@article{oai:kumadai.repo.nii.ac.jp:00029357,
 author = {Tanno, Yu and 干川, 隆 and Hoshikawa, Takashi and 丹野, 優 and 干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {application/pdf, 論文(Article), This study examines the effect of using radicals in Kanji instruction on students with developmental disorders from the perspective of working memory capacity. Recent studies on working memory have focused on the episodic buffer as an important subsystem of the central executive. Authors suggested that one could easily explain the difficulty of Kanji when introducing working memory, particularly the episodic buffer. This study involved two participants in the learning of Kanji using radicals for 16 and 27 sessions, respectively. At the end of this instruction, both participants showed an improvement in their percentage of retaining Kanji correctly. From the perspective of working memory capacity, the results of the following two issues have been discussed: 1) the importance of using radicals in Kanji instruction, and 2) remembering the method of the construction components of Kanji., 本研究は、ワーキングメモリの観点からエピソードバッファの能力を活用するために、漢字の部首を活用した支援を行いその有効性を検証することを目的とした。},
 pages = {151--158},
 title = {ワーキングメモリ容量からみた発達障害児に対する部首を活用した漢字指導の効果},
 volume = {64},
 year = {2015},
 yomi = {ホシカワ, タカシ and ホシカワ, タカシ}
}