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ワーキングメモリの観点からみた児童の漢字のつまずきの分析
http://hdl.handle.net/2298/38887
http://hdl.handle.net/2298/38887ace08e1d-6599-44bf-9f1f-5a93aab51a06
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKK0066_133-143.pdf (1.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2018-01-15 | |||||
| タイトル | ||||||
| タイトル | ワーキングメモリの観点からみた児童の漢字のつまずきの分析 | |||||
| 言語 | ja | |||||
| タイトル | ||||||
| タイトル | Analysis of difficulties faced by students in learning kanji : The working memory perspective | |||||
| 言語 | en | |||||
| タイトル | ||||||
| タイトル | ワーキング メモリ ノ カンテン カラ ミタ ジドウ ノ カンジ ノ ツマズキ ノ ブンセキ | |||||
| 言語 | ja-Kana | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題 | working memory, episodic buffer, student with learning disabilities, Kanji | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
丹野, 優
× 丹野, 優× 干川, 隆 |
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| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The purpose of this study was to examine the background of the difficulties faced by students in learning Kanji by using tasks of episodic buffer added using a standardized working memory test battery (WMTB)to measure the capacity of binding memory. In the first study,the authors examined how accurately the development of working memory could be measured using the WMTB for students for first through sixth graders at elementary schools. In the second study, the authors compared the differences among students with learning disabilities (LD), students with typical development who had difficulties in learning Kanji (Difficulty), and students with typical development who had no difficulties in learning Kanji (Typical Development), using the WMTB that the authors reexamined. Subsequently, the authors guessed the backgrounds of children with difficulties in learning Kanji. As a result,students with Typical Development were shown to be affected by the central executive system. Conversely, the episodic buffer, as well as the central execution system, was shown to affect students with Difficulty and those with LD. These results lend themselves to the inference that implementing the reexamined WMTB makes it possible to measure working memory capacity in a short time. The validation of the influence of the central executive system and the episodic buffer makes it possible to identify students who are potentially at risk of developing difficulties in learning Kanji and to intervene at an early stage. | |||||
| 書誌情報 |
熊本大学教育学部紀要 巻 66, p. 133-143, 発行年 2017-12-19 |
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| ISSN | ||||||
| 収録物識別子 | 21881871 | |||||
| NCID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12653153 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 378 | |||||
| 出版者 | ||||||
| 出版者 | 熊本大学 | |||||
