A Study of Reversal Cognition of Figures and Letters in Kindergarten Children -Its psychological meaning and method of guidance-

本研究は,幼児を対象にして次の目的を実験的に明らかにする。(1)種々な方向をとる図形なり文字と,鏡映方向をとる図形なり文字とを二者択一法により比較類同視させ,そこに類同選択に重みの変化が認められるかについて吟味する。(2)図形,平仮名,漢字のいずれが,鏡映関係にとらえ易いかを吟味する。(3)これらの実験結果から,幼児の逆位認知特性についての発達的意義と指導上の配慮について述べてみる。その結果:(1)鏡映図形,鏡映文字は,他の方法を示すそれらよりも認知され易い。(2)鏡映関係認知の特性は,図形に最も強く認められ,次いで漢字,平仮名の順である。(3)指導上の配慮としては,対象物の熟知性を高めるようにすることである。This study is an experimental approaches to the following purpose, using young children as subjects. (1) To examine whether there are variations in the cognition of figures or letters chosen as similar, when figures or letters which vary in direction are compared with those in mirror direction through alternative response. (2) To examine which is easier to recognize figures, Hiragana or Kanji in the mirror relation. (3) From those results, to suggest a psychological meaning and method of guidance about reversal recognition in young children. The results are as follows. (1) Mirror figures and mirror writings are easier to recognize than the other direction ones. (2) The recognitory characteristic of mirror relation is found most outstanding in figures, next Kanji and Hiragana in order. (3) In a method of guidance, we should consider to raise familiarity of figures and letters