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| 概要 |
Otsu (1994) and many other following studies argue that Japanese children can correctly comprehend some difficult sentences (e.g., scrambling sentences) only when stimulus sentences are presented with... information that expresses the previous discourse. Without such information, children cannot obtain the correct interpretation. A prediction of such an approach is that children with a lower memory capacity, who therefore cannot retain information on the context, would experience difficulty with sentences that are prone to misinterpretation. In this brief article, I report experimental results that support this prediction in children's understanding of cleft sentences. 100 monolingual Japanese children participated in two experiments: a listening span test (for measuring their working memory capacity), and a picture-selection task (for investigating their comprehension of cleft sentences). Regarding the presence of contextual information, two conditions (with/without context) were treated as a between-subject variable. A test for equality of proportion revealed that the difference in the correct percentage between the 'without context' and 'with context' conditions was not statistically significant in the low memory capacity group, whereas it was significant in the mid and high memory capacity groups. This result shows that an increase in the percentage of correct answers along with the availability of contextual information is observed among children with relatively high working memory capacity, but not observed among low memory capacity children. Low capacity of working memory means little information is retained in the working memory. It is plausible to consider that for children with a low memory capacity, contextual information that is previously provided can no longer be retained in their working memory with them engaged in comprehending the cleft sentences.続きを見る
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1.はじめに 2.文脈による理解促進効果 3.実験 4.考察 5.まとめ
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