The Developmental Stages and Transition -Centering around figure-cognition-

本研究は,筆者が今日まで行なってきた図形認知の発達に関する研究資料を中心にして,発達段階と移行について,次の諸問題を論考するための試みである。1 幼児,児童,青年にかけての図形認知の発達段階とその移行を討議する。2 乳児から幼児にかけての図形認知の発達的様相を討議する。3 図形認知の発達は,学習によってどの程度促進されるかを討議する。4 発達段階とは何か,その区分の仕方を討議する。5 図形認知の発達におよぼす要因について討議する。論考の要点は,次のようである。1 発達段階として,3～6才は知覚的段階(3～4才単一個物的認知,4～6才全体個物的認知),6～8才は移行段階,8～17才は思考的段階(第1段階8～9才から,第2段階11～12才から,第3段階13～14才から)が認められる。2 図形認知は,乳児から幼児にかけて著しい発達を示し,そして,図形を視知覚でとらえる発達過程と,図形表現の発達過程との間に密接な関連がある。3 図形認知の発達は,学習によって促進されるが,しかし,その進歩の程度に年齢限界がある。4 発達段階は,精神構造の変化を意味し,それは,漸進的,連続的過程の発達において,主観的特性よりも客観的特性の比重の増大する時期でとらえる。5 図形認知の発達におよぼす要因として,次のものがあげられる。(1) 知能における個人差の要因 (2) 性差の要因 (3) 社会・文化的環境からくる経験の要因 (4) 学習の要因 (5) 知能におけるmental imageと可逆性の増大の要因と神経組織の運動的成熟の要因最後の要因が,基盤的な要因になると考えられる。This study tries to consider the following problems on the developmental stages and transition, mainly taking account of the investigations the writer has done into the development of figure-cognition. (1) To discuss the developmental stages and transition of figure-cognition of infants, juveniles and adolescents. (2) To discuss the developmental aspects of figure-cognition from sucklings to infants. (3) To discuss how much the development of figure-cognition is facilitated by learning. (4) To discuss what the developmental stages are and how they are classified. (5) To discuss the factors influencing the development of figure-cognition. The main points of consideration are as follows. (1) As the developmental stages, the following periods are observed: the perceptual stage from 3 to 6 years, the transition stage from 6 to 8 years, and the conceptual stage from 8 to 17 years. (2) The figure-cognition shows the outstanding development from infants to juveniles, and the close relationship exists between the developmental process under which the figures are grasped by visual perception and the developmental process of figure expression. (3) The development of figure-cognition is facilitated by learning, but the progress by learning is limited. (4) The developmental stages mean the change of mental structure, and they are understood as the periods of more increase in the proportion of objective features than that of subjective features. (5) The following factors are identified as the influences on the development of figure-cognition. 1) The factor of individual differences in intelligence. 2) The factor of sex differences. 3) The factor of experiences that derive from social and cultural environments. 4) The factor of learning. 5) The factors of mental images and increase in reversibility of intelligence, and of kinetic maturity of the nervous system. Among these factors, the last one is considered basic