A JAPANESE-FRENCH COMPARATIVE STUDY OF CULTURAL SENSIBILITY AND COGNITIVE DEVELOPMENT ON GEOMETRICAL OBJECTS.

本研究包括两项调查。第一篇是《日法空间物体文化情感与认知发展的比较研究》。本研究的主要目的是验证不同文化构成不同情感和认知的假说。日本和法国的小学三年级、五年级和初中一年级的学生根据五种几何图形、花瓶和建筑的感觉对它们进行了排名，这些感觉包括：1)亲切、2)美丽、3)陌生和4)平静。结果表明，日本儿童倾向于在1)、3)、4)的感受性尺度上选择特定的对象。他们喜欢并感受到简单、对称的物体的美。相反，法国儿童喜欢复杂和不对称的物体，并感受到它们的美。日本儿童4种情感的相关系数大多高于法国儿童。根据所获得的两国之间的差异，Rela…更多地讨论了文化、情感和创作之间的关系。第二部分是《日法空间图形认知发展比较研究》。日本和法国的四、六、八、十一年级学生解决了三种问题。这些问题是：1)用一套特殊的规则将5个立方体组成的三维物体表示为二维平面图形；2)判断5个立方体组成的旋转草图与原始草图的相似性。3)在问题的约束下，通过连接5个骰子来构造一个三维物体。通过遵守特定的规则，两国儿童都成功地发展了将三维信息转换为二维平面图形的空间能力。尽管如此，两国之间还是看到了显著的差异。几个百分点(5.2%)的日本儿童通过改变他们对物品的看法来解决新问题，而法国儿童的这一比例为0%。从创造性思维的灵活性角度对结果进行了讨论。关于问题2)，两国得出的结果几乎相同。关于问题3)，超过50%的法国儿童没有答案，相比之下，同年级的日本儿童不到10%。较高的无答率可能是因为在法国文化中对骰子不熟悉。较少

This study contains two investigations. First is "A Japanese-French Comparative Study on Cultural sensibility and Cognitive Development about Spatial Objects". The main purpose of the study is to confirm a hypothesis of different culture made up different sensibility and cognition. Third-, fifth-grade of elementary and first-grade of junior high school children in Japan and France ranked five kinds of geometrical figures, vases, and buildings based on their sensibility of 1)favorableness, 2)beautifulness, 3)strangeness, and 4)calmness. The results showed that Japanese children were apt to chose a particular object on the scale of sensibility 1),3),4). And they favored and felt beauty of simple, symmetrical objects. On the contrary, French children favored and felt beauty of complex and asymmetrical objects. Most of correlations among 4 kinds of sensibilities in Japanese children were higher than that of French children. Based on the obtained differences between both countries, the rela … More tionships among culture, sensibility, and creation were discussed.Second is " A Japanese-French Comparative Study of Cognitive Development on Spatial Figures". Fourth-,sixth-, eighth-, eleventh-grader of Japan and France solved three kinds of problems. These are problems of 1)expressing three dimensional object composed of 5 cubes to two dimensional plain figures by using a set of particular rules, 2)judging the similarity of rotated sketches composed from 5 cubes to the original one. 3)constructing a 3-dimensional object by connecting 5 dices under the constraints of the problem. Children of both countries developed successfully their spatial ability to transform 3-dimensional information to 2-dimensional plain figures by observing the particular rules. Nevertheless, a striking difference was seen between both countries. Several percent(5.2%) of Japanese children solved new problems by changing their viewpoints to the objects, that was highly contrasted with 0% of French children. The result was discussed from an angle of the flexibility of thought in creativity. Concerning problem 2), almost the same results were derived between both countries. Concerning problem 3), more than 50% of French children had no answer, that was in contrast with less than 10% of Japanese children at same grade. The higher rate of no answer may be due to the unfamiliarity of a dice in French culture. Less