この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/16276
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 Issue 51
published_at 2003-03-28
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
Abstract
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.
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Keywords
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
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