Naochika KAJII

物語を提示するメディアは様々な種類がある。物語理解過程の研究はそのメディアごとに検討されている。そのため，メディアの枠を超えた統一的な物語理解過程モデルは検討されていない。本研究ではメディアの類似性を視聴者がどのように主観的に認識しているかについて調査した。本調査では7 つのメディアを採用した。具体的には，小説，絵本，漫画，アニメーション，実写映画，芝居，ミュージカルの7 つであった。参加者は21 対のメディア同士の類似度について評定する質問紙に回答した。この評定値はクラスター分析と多次元尺度構成法(MDS)で分析された。クラスター分析の結果，2 つのグループにまとまった。1 つは小説と絵本，漫画，アニメーションのグループであり，もう一方は実写映画と芝居，ミュージカルのグループであった。多次元尺度構成法では，アニメーションは小説や絵本，漫画の近くに配置された。つまり，アニメーションは視聴覚のメディアであるが，視聴者はアニメーションを視覚的メディアに近いと認識していると考えられる。本研究の結果から，アニメーションや絵本，漫画の理解過程には，文章の理解過程モデルを応用することができると提案する。

<p>This study examines the factors that influence the processes of animation comprehension. To that aim, the study both applies the Event-Indexing Model, which is a model of textual comprehension, to elucidating the factors that influence the comprehension of animations and examines whether those factors differ according the animation genre by contrasting two genres. The factors investigated are the five situational dimensions proposed by the Event-Indexing Model, as well as both the introductions and endings of background music (BGM). The results of multiple regression analysis, conducted on shot-by-shot reaction times as the dependent variable, indicate that the situational dimensions that influence animation comprehension vary for different genres. In contrast, the results also indicate that the BGM endings influence comprehension processes irrespective of the genre. In addition to indicating that BGM can potential enhance the updating of situational model, these findings also provide hints for animation production that can potentially facilitate audience comprehension.</p>

<p>There are essentially two screening techniques for identifying children with developmental dyslexia (DD): either teacher assessment or STRAW: Screening Test of Reading And Writing for Japanese Primary School Children. Some studies indicate that children are more likely to be identified has having DD when assessed by teacher assessments than when assessed by STRAW (Kabutomori & Takeda, 2008; Yaguchi, Kotaka, & Fukuda, 2010). Within the present study, we define children suspected of having DD based only on teacher assessments as a "peripheral DD group" and examine their verbal abilities. The participants were elementary school children at first, third, and fifth grades. They were classified into three groups: a "normal group" having above standard values for both assessments, a "peripheral DD group" having below standard values only according to teacher assessments, and a "DD group" being below standards for both assessments. To investigate the verbal abilities of the participants, three tests were conducted; namely, the SCTAW (Standardized Comprehension Test of Abstract Words) as a vocabulary test, the Kyouken-shiki Reading-Test involving a grammar test, and a comprehension test. The results of a 3×3 (grade×group) ANOVA revealed that performances for the peripheral DD group were as high as the performances of the normal group on both the vocabulary test and the comprehension test. However, on the grammar test, the scores for the peripheral DD group were similar to those of the DD group and were significantly lower than the normal group. These results suggest that the children in the peripheral DD group require support in developing their grammatical abilities.</p>