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ID 27169
file
title alternative
An experimental analysis of comprehension of a haiku
creator
subject
comprehension of a haiku
writing a composition
semantic differential technique
evaluation of a composition
NDC
Education
abstract
The present study examined the effects of writing a composition on a haiku upon comprehension of the haiku. Subjects were devided into two groups (Writing-Before group and Writing-After group). The task sequence of the Writing-Before group was as follows: (1) writing a composition on a haiku, (2) the first impression rating of the haiku (semantic differential technique), (3) evaluation of a composition written by a stimulus person, (4) inferring the impression rating of the stimulus person on the basis of his composition on the haiku, and (5) the second impression rating of the haiku. The task sequence of the Writing-After group was the same as that of Writing-Before group except that the subjects wrote a composition at the end of the sequence. The results indicated that the Writing-Before group inferred the impression ratings of the stimulus person more accurately than the Writing-After group and the discrepancy of impression ratings between Writing-Before group and stimulus person decreased in the second impression rating. Theoretical implications of these findings were discussed.
journal title
Bulletin of the Faculty of Education, Hiroshima University. Part 1
issue
Issue 38
start page
167
end page
173
date of issued
1990-02-26
publisher
広島大学教育学部
issn
0440-8705
ncid
SelfDOI
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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