文章基本信息

标题：II: 発達的観点からみた『能力』
其他标题：SYMPOSIUM II PLANNED BY THE JAEP RESEARCH COMMITTEE II “ABILITY” FROM A DEVELOPMENTAL POINT OF VIEW
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作者：滝沢武久 ; 須賀哲夫 ; 松原達哉等
期刊名称：教育心理学年報
印刷版ISSN：0452-9650
电子版ISSN：2186-3091
出版年度：1985
卷号：24
页码：108-113
DOI：10.5926/arepj1962.24.0_108
语种：Japanese
出版社：Nihon Kyoiku Shinri Gakkai,Japanese Association of Educational Psychology
摘要：This symposium was designed to clarify a range of possibility on the development of ability of children according to the various conditions in their growth. Suga proposed two mathematical models on a development of ability. The first was an interactive model that the child ability could develop infinitely by the xternalanipulation of his environment. The second was a recursive model showing there would be a plateau in the course of development' of ability. According to the second model there was a limit of development of ability ; therefore subsequent learning would be only a transitory regulation and the development of this ability would stop. From such standpoint Suga discussed early education and ability improvement. Matsubara. from the point of view of counseling, said that age would be the most suitable period to develop such ability. So he insisted that the condi. tions should be. prepared (interest, motivation, language, environment and teaching technique) so to give full play to the child's ability. Ueno, taking into account clinical diagnosis and remedial teaching on developmental handicaped children, defined ability as adjustment power. He said that in the clinic of handicaped children importance should be given to a dynamic notion of a mobile and hangeable ability in Stead of a static noton of an ability expressing the present state of affairs. Muto, considering the whole process of making a signification as a development of ability, insisted' that there was no difference on the man's ability because every human being was able to make a signification,. but a difference of man's ability is a difference of strategies of make a signification. So according to his opinion, developmental psychologist should make research on the developmental differences of such strategies. Discussion following the speaker's proposition focused ‘mainly on the’ aim Of, the development of ability. In short, it seemed that the tandpoints of each speaker could be explained by a structuralistic concept of development in spite of their various, standpoints.
其他摘要：This symposium was designed to clarify a range of possibility on the development of ability of children according to the various conditions in their growth. Suga proposed two mathematical models on a development of ability. The first was an interactive model that the child ability could develop infinitely by the xternalanipulation of his environment. The second was a recursive model showing there would be a plateau in the course of development' of ability. According to the second model there was a limit of development of ability ; therefore subsequent learning would be only a transitory regulation and the development of this ability would stop. From such standpoint Suga discussed early education and ability improvement. Matsubara. from the point of view of counseling, said that age would be the most suitable period to develop such ability. So he insisted that the condi. tions should be. prepared (interest, motivation, language, environment and teaching technique) so to give full play to the child's ability. Ueno, taking into account clinical diagnosis and remedial teaching on developmental handicaped children, defined ability as adjustment power. He said that in the clinic of handicaped children importance should be given to a dynamic notion of a mobile and hangeable ability in Stead of a static noton of an ability expressing the present state of affairs. Muto, considering the whole process of making a signification as a development of ability, insisted' that there was no difference on the man's ability because every human being was able to make a signification,. but a difference of man's ability is a difference of strategies of make a signification. So according to his opinion, developmental psychologist should make research on the developmental differences of such strategies. Discussion following the speaker's proposition focused ‘mainly on the’ aim Of, the development of ability. In short, it seemed that the tandpoints of each speaker could be explained by a structuralistic concept of development in spite of their various, standpoints.