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ID 36658
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title alternative
The Spacing Effect on the Task of Memorizing Japanese Sentences in Chinese Students Learning Japanese as a Second Language : Experimental study on full processing hypothesis
creator
subject
spacing effect
second language
Japanese sentence
full processing hypothesis
working memory
分散効果
第二言語
日本語文
完全処理仮説
作動記憶
NDC
Education
abstract
The present study aims at examining the effects of intervals in repeated presentations of sentences by second language learners of Japanese. Twenty Chinese-speaking intermediate and advanced learners were asked to read aloud Japanese sentences and memorize them. Four conditions, the massed condition, the first-distributed condition, the last-distributed condition and the distributed condition were set. In all conditions, target sentences were presented three times, but the interval between the presentations varied depending on the conditions. The results showed that no significant main effects were found for the advanced learners, but for the intermediate learners, the recall performance on the massed condition was significantly poorer than the other conditions. Also, the advanced learners outperformed the intermediate learners on the massed condition, the first-distributed condition, and the last-distributed condition, but not on the distributed condition. These results were compatible with the full processing hypothesis.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education
issue
Issue 63
start page
289
end page
295
date of issued
2014-12-19
publisher
広島大学大学院教育学研究科
issn
1346-5554
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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