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「ひらがな」認知に及ぼす「マス」の影響―文字完成の有効な情報としての「マス」の働きを検証する―

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(2) . The Japanese Journal of Psychonomic Science 2011, Vol. 29, No. 2, 118῍129.  

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(4) ῌ . !. ". #$%&. The influence of the information in frames on the recognition of hiragana: A study of frames that assist completion of hiragana letters. Tomoko S6ID The University of Tokyo῎. This study examines the e#ects of frames on the recognition of Japanese hiragana characters when using a letter completion test (LCT). In this test only some of the strokes of a hiragana character were presented to the participants who were asked to complete the character. The LCTs, with and without frames, were administered to participants in adult and school-age groups. It was found that regardless of the age of the participants, higher letter-completion rates were obtained in the with-frame condition. These results indicated that frames have positive e#ects on completion of the task, and suggest generalized facilitative e#ects on hiragana recognition. In addition, further analyses indicated that frames can specify the relative position of the components of hiragana characters and the size of complete hiragana characters. Key words : letter recognition, e#ect of closure, hiragana, relative local position, feature-integration. opqorost uvwxWyz6{]. . :-|`) 0}~€]() ‚ _`a . . (‚ƒ) 0„ ( e1-0. ' () *+,-./

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(102) ‚ƒ. 125. Table 2 Comparison of correct rates between with and without Frame conditions Tasks with high similarity. Tasks with low similarity. I. Frame. Without Frame. Di#erence. II. Frame. Without Frame. Di#erence. 8 V 2 ; F : ^. 67 43 43 60 58 48 77. 33 18 22 42 42 35 68. 34 25 21 18 16 13 9. x  y g. k z. 95 80 98 100 95 85 98. 75 63 83 88 83 77 90. 20 17 15 12 12 8 8. Others have few di#erences{ All figures are shown as percentage point of correct answers.. (N120). Table 3 Di#erence in correct rates between with and without Frame conditions. Lower Grade (N60). Upper Grade (N60). I. With. Without. Di#erence. With. Without. Di#erence. 8 V 2 ; F : ^. 50 29 25 58 42 42 67. 21 22 12 21 33 21 58. 29 7 13 37 9 21 9. 78 53 56 61 69 53 83. 42 17 28 56 47 44 75. 36 36 28 5 22 9 8. 92 83 96 100 96 71 96. 58 50 67 71 79 71 83. 34 33 29 29 17 0 13. 97 78 100 100 94 94 100. 86 72 94 100 86 81 94. 11 6 6 0 8 13 6. II x y  g. k z. ITask with high similarity IITask with low similarity All figures are shown as percentage point of correct answers. 3.91, p.10 

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(212) . 3%Y0. ´Ž·!$.y¸q$¹R6. ῌῑῐ῍ Bouma, H. (1970). Interaction E#ects in Parafoveal Letter Recognition. Nature, 226, 177ῌ178. Cattell, J. M. (1886). The time it takes to see and name.

(213) º4 »./€1¼ (fg% »½¡¼  objects. Mind, 11, 63῍65. Duncan, J. (1984). Selective Attention and the Organization of Visual Information. Journal of Experimental Psychology General, 113, 501῍517. Falkenberg, H. K., Rubin, G. S., & Bex, P. J. (2007). Acuity, crowding, reading and fixation stability. Vision Research, 47, 126῍135. Field, D. J., Hayes, A., & Hess, R. F. (1993). Contour Integration by the Human Visual System: Evidence for a Local “Association Field.” Vision Research, 33, 173῍193.  (1979)  

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(215) (2000)  !"#$% &'() * 84, 793῍798. +,- (1999) ./01234 56789. :; <()= 52, 516῍517. Hofstadter, D. R., & the Fluid Analogies Research Group (1995). Fluid Concepts and Creative Analogies, New York: Basic Books. Ikeuchi, K. (1984). A Model of Character Recognition by Humans. Proceedings of ICPR 7th International Conference on Pattern Recognition, 521῍524. Jincho, N., Lachmann, T., & van Leeuwen, C. (2008). Dissociating Congruence e#ects in letters versus shapes: Kanji and kana. Acta Psychologica, 129, 138῍146. >?@ A!- (1980). BC MBDῌ"D#EF GHI $Jῌ KL%M& Kimchi, R. (1994). The role of wholistic/configural properties versus global properties in visual form perception. Perception, 23, 489῍504. NO'P (1993). (QR)S*TUVW X Y+ ,- VZ 3() .[6()7<\ ]^_ 5, 1῍26. Kovacs, I., & Julesz, B. (1993). A closed curve is much more than an incomplete one: E#ect of closure in figure-ground segmentation. Proceedings of the National Academy of Sciences, 90, 7495῍7497. `a/-@012 (1997)  ($%345 () (2) 6bc-7_ 30, 87῍90. Lachmann, T., & van Leeuwen, C. (2004). Negative congruence e#ects in letter and pseudo-letter recognition: the role of similarity and response con-. 129. flict. Cognitive Processing, 5, 239῍248. Lachmann, T., & van Leeuwen, C. (2007). Paradoxical Enhancement of letter Recognition in Developmental Dyslexia Developmental Neuropsychology, 31, 61῍77 van Leeuwen, C., & Lachmann, T. (2004). Negative and positive congruence e#ects in letters and shapes. Perception & Psychophysics, 66, 908῍925. d8e (2001). 6 ;fg%9" !:.  h;i<() 19, 83῍92. Metzger, W. (1953). Gesetze Des Sehens jklmn^ W. =Ao>j?p (1968). Q @A qBXCp A!- (1981). Learning disabilities Q56 j ;@Xrp EF

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(218) Q}~$LM4 ./€1@W @N6‚ƒ„ M- OP†‡ˆ()O ‰ 101, 37῍42. AQ Š@‹ŒR>@SJ (1964). ŽT;  $%() U6()‘O‰ 24 U6() ‘ 0tV- (2002).  (  (’jWp ( ’“X ”UM& p.808. Y•–@Z—˜ (2006) ™š›kœ'UV! 0[\Xr ]^,ž jŸ_ ¡¢ ITS Ÿ _£< ¤_k™¥¦f§¨`p M- OP†‡ ˆ()O‰ 105, 119῍124. ©  (1973). ª« X i< ¬’­ ©®¯@aQ°2 (2003). N6 ( b O £<ῌ6cde±g%¦²³œ¢ 0 / ´fῌ 0µi<()’@i<7_ 3, 31῍36. Snodgrass, J. G., & Vanderwart, M. (1980). A Standardized Set of 260 Pictures: Norms for Name Agreement, Image Agreement, Familiarity, and Visual Complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174῍215. 012 (1976). ¶ghi j ( 34i< · k­ ῌ2010.5.10 ¸¹ 2010.11.30 ¸<ῌ.

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Figure 3. Mean Number of Correct Answers for schoolchildren.
Figure 4. Mean Number of Slip Errors for schoolchildren.
Figure 5. Hiragana surrounded by a Frame.
Figure 6. Trends in E#ect of Frame.

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