「あやとり」「折り紙」の学習過程における脳波及び心理的変化
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- Material Type
- 記事
- Publication Date
- 2010
- Publication Date (W3CDTF)
- 2010
- Periodical title
- BF研究
- No. or year of volume/issue
- 37 1
- Volume
- 37
- Issue
- 1
- Pages
- 29-36
- Publication date of volume/issue (W3CDTF)
- 2010
- ISSN (Periodical Title)
- 03861856
- Publication (Periodical Title)
- Japanese Society of Biofeedback Research
- Text Language Code
- ja
- Target Audience
- 一般
- DOI
- 10.20595/jjbf.37.1_29
- Related Material (URI)
- Data Provider (Database)
- 国立情報学研究所 : CiNii Research
- Original Data Provider (Database)
- Japan Link CenterCiNii Articles
- NAID
- 110007594096
- Summary, etc.
- The purpose of this study was to examine the psychophysiological response during learning movement patterns of "the string figures" and "the origami". 10 healthy females were played two tasks; one was the string figure task and the other was the origami task. They exercised the each task to learn the movement pattern by heart (exercising), and after that they repeated them for three minutes (after exercising). Electroencephalogram (EEG), the mood scale for measuring psychological arousal level and hedonic tone, the self-assessment (skillfulness, concentration, and enjoyment) were measured about each performance. The results were as follows. In frontal area, beta activities were increased after exercising in comparison with exercising in both tasks. In central and parietal area, beta activities were increased after exercising in comparison with exercising in the origami task. In self-assessment, the point of "concentration" in the string figure task was higher score than that the origami task, and point of skillfulness and enjoyment after exercising was higher than exercising in both tasks. These results suggested the origami has higher load of the exercise than the string figures, but the string figures needed higher concentration than the origami in exercising and after exercising of movement patterns in fast learning stage, that was one of the characteristics of performing the string figures.本研究では,手指の運動を伴う遊びであるあやとりの特徴を明らかにするために,類似する遊びとして折り紙を取りあげ,動作パターンの学習過程について比較検討を行なった.被験者は健康な女性10名であった.あやとり課題・折り紙課題はそれぞれ動作パターンを記憶するための練習時間を設定し(練習中),練習後は3分間連続して課題を行なった.測定項目は,生理指標として脳波の周波数帯域別含有率の変化,心理指標として坂入らによる「心理的覚醒度・快感度を測定する二次元気分尺度」および遂行の自己評定とした.脳波の結果から,前頭部においては課題に関わらず練習中よりも練習後でα1波,α2波,β波の含有率の増加が認められた.中心部・頭頂部では,あやとりは練習中・練習後にβ波が変化しないのに対し,折り紙では練習中に比べ練習後でβ波の増加が認められ,あやとりよりも折り紙の方が動作パターンを記憶して行うことで中心部・頭頂部が活性化することが示された.自己評定の結果からは,練習中・練習後に関わらず折り紙に比べあやとりの方が集中して取り組んでいたことが示された.以上の結果から,動作パターンを記憶して行なった場合,あやとり・折り紙ともに意識的に手順を想起しながら行うことにより覚醒が高まること,あやとりに比べ折り紙は視覚情報への依存度が高く動作手順の遂行への集中を要することが示された.一方,自己評定の結果からは動作パターンを記憶しているかに関わらず折り紙よりもあやとりの方が集中していたと報告され,これは,あやとりは常に糸を一定の形に保たなければならないという活動特性によるものと考えられた.
- DOI
- 10.20595/jjbf.37.1_29
- Access Restrictions
- インターネット公開
- Data Provider (Database)
- 科学技術振興機構 : J-STAGE