標識の示差性が支援する 教科書の体系的な分かりやすさ1）
Contents
1. 1 1 22. 1 2 2 W
3. 3 2 T 18 24 2011 12
4. 10 Figure 6 3 1 OOOO 1O OOOO 2 OOOOO 2OOOOO 3 OOOO X 300000 x400000 4OOOOO 5O OOOO 5OOOOO 6OO OOO 6OOOOO 7 OOOOO 7OOOOO x8 00000 8OOOOO 9 OOOO 9 OOOOO
5. Lemarie et al 2008 text architectural model TAM realization OC 3
6. Mayer 2008 Meyer amp Poon 2001 Mayer 2008 HETS HS Tl 3 E 5 6 KEO Meyer amp Poll
7. 5 6 119 24 2011 12 1 1 9
8. REL e g 2010 ae
9. 7 5 7 1 1 3 89 1 1 1 09 F 2 174 4 85 lt 01 292 271 F 2 174 6 10 lt 01 F 2 174 4 31 p lt 01 lt lt
10. Bollnow F 1959 Existenzphilosophie und P dagogik Stuttgart W Kohlhammer 1 JUHE ER 1966 Britton B K Gulgoz S amp Glynn S 1993 Impact of good and poor writing on learners Research and theory B K Britton A Woodward amp M Binkley Eds Learning from textbooks Theory and practice Hillsdale NJ Lawrence Erlbaum Associates Chambliss M J amp Calfee R C 1998 Textbooks for learning Nurturing children s minds Malden MA Blackwell Craik F amp Jennings J 1992 Human memory F Craik amp T Salthouse Eds The handbook of aging and cognition Hillsdale NJ Lawrence Erlbaum Associates 2004 12 15 1 280 Hartley J 1994 Designing instructional text 3rd ed East Brunswick NJ Nichols 1960
11. F 4 708 121 77 lt 01 F 2 177 3 43 p lt 05 7 8 708 2 17 p lt 05 1 2 F 2177 4 83 lt 01 F 2 177 3 94 p lt 05 F 2 177 5 41 p lt 05 1 gt 2 gt 2 6 4 32 1 2 3 x 2 2 14 2
12. 1 2 1 2 2 1 2 3
13. LIES HU lt MAM ORR OED eg Loman amp Mayer 1983 Lorch amp Lorch 1995 2006 eg Meyer et al 1980 Craik amp Jennings 1992 2009 2008
14. 34 26 32 28 25 35 26 34 16 44 16 44 1 42 18 40 20 31 29 32 28 31 29 27 33 My 2 39 21 41 19 36 24 36 24 40 20 39 21 1 52 8 49 11 54 6 52 8 43 17 41 19 2 58 2 58 2 51 9 51 9 55 5 54 6 15 niin 8 028 p lt 05 y2 2 6 471 p lt 05 lt 05 1 4 3 1 2
15. 1960 v Hartley 1994 Mayer 2008 WHE RRO
16. Figure 1 Figurel 10 CF 27 90 3 1 5 8 EL K 5 Figure2 12 16 MS 90 5 26 6 64 90 90
17. 2008 Lemari Lorch Eyrolle amp Virbel 2008 availability LL accessibility WEL
18. 3 1 2 1 2 FHigure9 2 1 2 17
19. 2 2 2 1 119 2 RAL Me Vb 12 12 16 Figure4
20. 3 1 10 24 2011 12
21. 1 2 3 3 1 1
22. 3 2 3 ORF 2
23. 16 24 2011 12 1 LT 3 2
24. HE KC gt gt gt 2 IE Table2 2 y2 2 12 88 lt 01 y 2 55 43 p lt 01 y2 2 45 53 lt 01 p lt 05
25. Scardamalia amp Bereiter 1984 Meyer amp Pollard 2006 FIERA CL SOAS HEI 3 Meyer Brandt amp Bluth 1980
26. Bollnow 1959 1966 2001 2010 L HH 2008 1 18 20 C 23 25 C 2
27. 10OOOOO 10OOOOO 11OOOOO 11OOOOO 12OOOOO 12OOOOO Figure 7 2 2 2 Figure6 12 29 67 VEL 5 Figure7 1 1 2 2 1 1 2 2 2 MS 13 16 144 16 12 MS 6 60 60 60 180 Table5 24 2011 12 Table 5 SD 60 60 60 11 08 0 28 2
28. F 1177 21 56 lt 01 1 2 F 1 177 115 91 lt 01 F 1 177 162 47 lt 01 F 1 177 55 42 lt 01 1 2 1 2 X F 2 177 246 lt 10 F 1 177 43 69 lt 01 F 2177 3 25 lt 10 F 1 177 19 82 lt 01 F 1 177
29. 5 EF Figured 4 x 3 2 F 3 531 175 06 lt 01 F 2 177 7 75 p lt 01 F 6531 7 13 lt 01 lt lt lt gt gt gt 1 EMR F 3531 161 14 lt 01 2 177 5 57 p lt 01 F 6 531
30. ET DEAD WERE OBE LE SOW 56 389 402 2010 52 p258 2011 5 31 2011 7 21
31. 1 7 6 60 60 60 180 Table3 119 119 1OOOOOOOO 2OOOOOOOO 3OOOOOOOO 1OOOOOOOO 2OOOOOOOO 3OOOOOOOO Figure 4 Table 3 SD FPE 60 60 60 11 90 0 30 21 23 0 82 67 32 2 96 BCA AF ii 5 00 0 00 14 43 0 62 12 73 1 55 0 61 0 89 6 63 1 32 441 3 59 0 98 085 1 32 1 13 0 97 1 13 2 75 0 79 3 17 0 69 285 0 79 2 42 0 80 2 87 0 78 2 85 0 70
32. EF WC 2 x 2 1 2 x 3 F 2 177 2 43 lt 10 F 1177 27 92 lt 01 F 2 177 291 lt 10 Figure9 7 1 177 8 27 p lt 01 F 1 177 23 40 p lt 01 1 2 2 F 2 177 3 66 p lt 05 W lt 7 1 177 207 91 lt 01
33. 2 3 2 Z Craik amp Jennings 1992 2 3 2
34. 2002 Britton Gulgoz amp Glynn 1993 Chambliss amp Calfee 1998 2010 GCC SC 5 6 2 3 1995 3 5 2 2004 5 50 9
35. Tablel 119 0 4 3 11 5 3 xE 2 x 2 F 2258 5 85 p lt 01 gt 5 6 aR OAR E 1OOOOO 2OOOOO 3OOOOO 40OOOO 119 5OOOOO 6OOOOO 7OOOOO 8OOOOO 9OOOOO 10OOOOO 1OOOOO 2OOOOO 3OOOOO 40OOOO 119 5OOOOO 6OOOOO 7OOOOO 8OOOOO
36. 1 W RIE 1 2009
37. Articles 24 5 19 2011 Visually Distinct Signals Support the Comprehensibility of Text Organization in Textbooks Possible Supports for Latter Childhood Age Learners YAMAMOTO Hiroki College of Letters Ritsumeikan University The purpose of this study was to examine how visual distinctiveness of signals supports the comprehensibility of text organization in textbooks for latter childhood age learners The effects of type size of the headings on the comprehensibility of the text were examined in three studies Results indicated that the visual distinctiveness of headings increased accessibility and improved the comprehensibility of text used by latter childhood age learners It is hypothesized that these improvements are intermediated by promotional and palliative supports for the use of structure strategy Key Words text learning learning support signaling effect childhood comprehensibility WA Mw wT k3
38. 1 2 2 3 gt i 12 1 1 9
39. 24 2011 12 Table 4 13 47 15 45 4 56 3 57 21 39 22 38 12 48 13 47 13 47 14 46 20 40 22 38 51 9 47 13 51 9 47 13 42 18 43 17 38 22 37 23 43 17 41 19 41 19 40 20 6 n i f 1 3 2 rene 1 9 E th 1 Figure 5
40. 27 20 lt 01 Ek 2 F 2 177 3 67 p lt 05 amp lt F 1177 209 47 lt 01 F 1 177 22 66 lt 01 1 2 F 1177 110 60 p lt 0l F 1 177 166 09 lt 01 F 1177 8 14 lt 01 F 1 177 67 37 lt 01 3 1 2 2 Tables x2 2 11 109 lt 01 x 2 8 995 p lt 05 1 x 2 25 1 i928 2 15 1 0 5 0 Figure 9 Table 6
41. 1 5 xE 7 sarialia 3 Figures 1 eae F 41068 0 163 01 lt 01 F 2267 2296 lt 01 me I F 8 1068 6 42 lt 01 A LSD 5 Figure 3 Table 2 F 2 E A Po ke a 7 37 53 36 54 25 65 54 36 43 47 30 60 73 17 73 17 32 58 78 12 83 7 48 42 niin 5
42. 6 70 lt 01 2 1 Table4 z 2 14 48 p lt 0l y 2 17 81 lt 01 3 2 12 3 3 ELT
43. 9OOOOO 10OOOOO 1OOOOO 2OOOOO 3OOOOO 40OOOO 119 5OOOOO 6OOOOO 7OOOOO 8OOOOO 9OOOOO 10OOOOO 1OOOOO 2OOOOO 3OOOOO 40OOOO 119 5OOOOO 6OOOOO 7OOOOO 8OOOOO 9OOOOO 10OOOOO Figure 2 Table 1 SD 7 FHE EMAR NN NG nf A yee 11 Ge 21 hi 18 ae NN 4 71 045 14 06 0 83 10 84 1 56 OTE 111 149 617 1 18 239 2 94 0 6 he 4
44. 1991 1995 4 30 69 80 Lemari J Lorch R F Jr Eyrolle H amp Virbel J 2008 SARA A text based and reader based theory of text signaling Educational Psychologist 43 27 48 Loman N amp Mayer R 1983 Signaling techniques that increase the understandability of expository text Journal of Educational Psychology 75 402 412 Lorch R F Jr amp Lorch E P 1995 Effects of organizational signals on text processing strategies Journal of Educational Psychology 87 537 544 Mayer E R 2008 Learning and instruction 2nd ed Upper Saddle River NJ Prentice Hall Meyer B 1999 Importance of text structure in everyday reading A Ram amp Moorman K Eds Understanding language understanding Computational models of reading Cambridge MA MIT Press Meyer B Brandt D amp Bluth G 1980 Use of top level structure in text Key for reading 19 comprehension of ninth grade students Reading Research Quarterly 16 72 103 Meyer B amp Poon L 2001 Effects of structure strategy training and signaling on recall of text Journal of Educational Psychology 93 141 159 Meyer B amp Pollard C 2006 Applied learning and aging A closer look at reading J Birren amp
45. 0 03 1 86 67 33 3 01 5 20 0 00 13 53 0 99 13 60 1 96 0 76 1 01 6 13 2 00 6 06 3 27 6 119 9 A 1 2 F4 7 3 r i 1 o NINE ie m A h n a E E E B F 4708 120 93 lt 01 F 2 177 4 79 p lt 05 F 8708 2 12 lt 05 F 4 708 42 79 p lt 01 F 4 708 35 30 lt 01 F 4 708 47 11 lt 01 1 2 1 2 Figure8 1 2 2 1 Figure8
46. K Schaie Eds Handbook of the psychology of aging 6th ed San Diego CA Academic Press Scardamalia M amp Bereiter C 1984 Development of strategies in text processing H Mandl N L Stein amp T Trabasso Eds Learning and comprehension of text Hillsdale NJ Lawrence Erlbaum Associates 2008 ZA 20 2001 4 7 3 10 2002 2009 52 400 410 2010 IL 2006 77 278 284 2008
47. ard 2006 24 2011 12 WEW 1991 Meyer 1999 Meyer amp Poon 2001 5 TER 119 Figure1
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