研究報告文の批判的な読みにおける筆記課題の効果: 外部記憶の機能
The effects of a writing task on critical reading: The external storage function
伊東 昌子 ITOH Masako
Vol.4, No.1 (Mar. 1997), pp.151-157.
Received 1996/1/8, accepted 1996/7/17.
ABSTRACT:
Critical thinking is important to judge and diagnose plausibility of given
information and to generate new information which can improve the old one.
Two experiments were conducted to investigate the effect of writing on
critical reading of an expository text.
Experiment 1 examined whether a writing task helped Japanese undergraduate
students, who are said to be less active in an analytic reading, critically
read a short experimental research report. In Experiment 1 the subjects
read a report, and then they responded to leading questions as they freely
reread the text. The subjects also spoke aloud what they were thinking.
Half of the subjects wrote down their responses (Writing Group), and the
other half responded only orally (Oral Group). Constructive critiques the
subjects generated while they worked with the text were analyzed. The
number of critiques was significantly higher for the writing group than the
oral group.
Experiment 2 examined the effect of the external storage function of
writing on critical reading. The number of critiques was significantly
higher for the writing group than an "invisible writing" group in which
subjects could not see what they wrote and a reading group in which
subjects internally did the critiquing task. The findings suggest that the
external storage function of writing promotes judging and diagnosing
plausibility of the given information, that is, critical thinking in
reading.
keywords：
説明文 expository text，
批判的読み critical reading，
筆記課題 writing task，
外部記憶 external storage，
日本人学生 Japanese undergraduates
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