弁別移行学習パラダイムによる認知障害の神経心理学的評価再考 : Kendlerのレベル理論から

Reconsideration on the neuropsychological assessment for cognitive dysfunctions in discrimination shift learning paradigm : From the view point of Kendler's level theory

Hashimoto Yukari

Toshima Tamotsu

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

The visual discrimination shift learning task has been used to assess the attentional set-shifting deficits instead of Wisconsin Card Sorting Test (WCST). From a developmental psychological point of view, the discrimination shift learning tasks has been used to investigate developmental changes of learning on the basis of various developmental studies. Kendler (1995) has been proposed the level theory to explain cognitive process that governs discrimination shift learning. This theory suggests that the discrimination shift learning paradigm can be used as a modus operandi for the more wide study of cognitive dysfunctions since the precise analysis of the learning process in discrimination shift learning can give us various information about the cognitive deficits after brain damage more than attentional deficits. This paper discusses the assessable range of cognitive dysfunctions by means of the discrimination learning paradigm based on Kendler's level theory.

弁別移行学習パラダイム

注意セットの移行障害

レベル理論

discrimination shift learning paradigm

attentional-set shifting deficits

level theory

Psychology [ 140 ]

jpn

広島大学大学院教育学研究科

国立情報学研究所

[ISSN] 1346-5562

[NCID] AA11625039