(1) 概念形成における素材は,形成者の矛盾,疑問をもっとも典型的に意識化させるもののなかから選択されなければならない。 (2) <再現的総合法>は,形成されるべき概念についての知識をかなりもっている形成者には有効である。 (3) 概念形成における<分析を介しての総合法>は,時間的には長くかかっても確実な一般化を獲得することができる。最初形成者自身の思考水準から出発するので,形成者の内的条件および思考の発達段階は教授者にとって把握されやすい。 (4) 言語的分析は,概念形成における本質的条件のひとつである。言語的分析なくしては体験をこえた概念を獲得することはむずかしく,いつまでも低次の一般化にとどまる。 (5) 概念形成における言語定式化は,意味内容(思想)の一般化である。それゆえ,概念を言語で定式化することは,思考活動推進の本質的ものである。 (6) 概念形成過程における諸事象の正しい認識活動は,外的対象の分析と総合,抽象と一般化のなかにコトバの分析と総合,抽象と一般化の過程を含む。 (7) 概念は,次のような形成過程をたどる。 I 作話または説明 II 経験的一般化 III 概念的不完全分析 IV 言語的汎化概念 V 部分的抽象概念 VI 概念

Recently, several research groups studying of thinking have done very useful achivements; the study of (conservation) concept by Piaget, J. and his followers, the representational mediation process theory by Kendler, H. H. and others. But some experiments of thinking have many weak points from the standpoint of methodology. Some weak points of Piaget's studies are as follows; 1) (Groupement) is not ultimate principle of logical thinking. It is only a part of loglcal thinking. 2) (Equilibration) concept has not substantiality 3) His studies did not make clear the influence of verbal behavior and conditions of teaching. As for Kendler and others; 1) They recognized thinking only as common responses to external stimmuli, but could not recognized it as a process of congnition. Purpose: The purpose of this study is to examine these weak points in study of thinking. The Following conditions are used in these experiments on concept formation: 1) selection of suitable materials, 2) conditions of teaching, 3) verbal behavior. Procedure: The subjects are 111 preschool childrens, 5-6 years old, IQ above 90 (Tanaka-Binet test). The experimental material consists of 84 wooden blocks varying in color, shape, height and size. There are six different colors: red, blue, yellow, green, white and purple; five different shapes: circles, squares, triangles, lozenges and horseshoes; two heights: tall blocks and flat blocks; and two size of top (or bottom) area: large and small blocks. All blocks were named after one of following nonsense syllables. Regardless of color and shape, EKA is all large tall figures, TAYO is all small tall ones. NERI is all large flat ones and KENI is the small flat ones. Subjects had to form such four concepts as EKA, TAYO, NERI and KENI through classifying 12 mixed blocks. The main results were as follows; 1) As the materials for effective concept-formation, E had to select materials by which Ss become clearly aware of their vague question about the concept of form. 2) "Reproductive-synthetic method", which I devised, was found to be effective espcially for Ss who had some knowledge about concepts in question. 3) "Synthetic method through analysis" was considered to be one of the most reliable methods of concept formation and development, as E could recognize Ss' different developmental stages of conceptual thinking. 4) Verbal behavior-especially verbal definition of concept, -was found to be one of most important conditions for concept formation. 5) In the process of concept formations, analytic and synthetic action to materials was found to contain, at the same time, the same action of language. 6) The process of concept formation was found to proceed as follows; 1 story-telling or explanation 2 generalization through practical experience 3 incomplete conceptual analysis 4 verbal generalized conception 5 partial abstract conception 6 complete concept formation