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[in Japanese], [in Japanese], [in Japanese]
1996 Volume 35 Pages
3-6
Published: March 30, 1996
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
1996 Volume 35 Pages
7-15
Published: March 30, 1996
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
1996 Volume 35 Pages
16-22
Published: March 30, 1996
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1996 Volume 35 Pages
22-
Published: 1996
Released on J-STAGE: December 14, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
1996 Volume 35 Pages
23-28
Published: March 30, 1996
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Robert L. Selman
1996 Volume 35 Pages
29-33
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
34-38
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
39-48
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
49-57
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
58-67
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
68-75
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
76-87
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
88-99
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
100-107
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
108-116
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
117-126
Published: March 30, 1996
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Ryuji Ito
1996 Volume 35 Pages
127-136
Published: March 30, 1996
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This article discussed the necessary reasons and methods in which educational psychology should be clinically based upon case-studies. Education is made of supportive processes for each individual person in order to develop self-creativity. Educational psychology is a supporting science that providespsychological knowledge and methodologyto education ; it is not a natural science but a human science. Human being is an integrated, holistic existence with different characteristics such as subjective, unique, creative, historical, social, transcendent, and meaningful. Goodunderstanding of individual differences and supportive methods for self-creativity should differ with individuals. This author asserts that educational psychology should convert traditional scientific search for general principles and methodology into case-studies.
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Viewpoint of Life-span Perspective
Yasuyuki SASAKI
1996 Volume 35 Pages
137-146
Published: March 30, 1996
Released on J-STAGE: December 11, 2012
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The present article is intended to provide an overview on paternal involvements with children, and the impacts on fathers'own selves.Until now the majority of developmentalists in Japan often disregarded paternal influences on children.A large number of studies on parent-child relationships have been achieved especially on the nature of mother-child relationships.Still the researches on fatherhood and father-child interaction were very few. On the other hand it had become increasingly important to understand the families as social systems in European and American researchers, because family members: mothers, fathers and children, reciprocally exercise a direct and indirect influence. In recent years cultural images of fathers have been the nurturant or caring fathers, while fathers as well as children continue to develop.
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Yoshiko MOGAMI
1996 Volume 35 Pages
147-156
Published: March 30, 1996
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Time and again it had been heard that in schools physical punishments had to be eradicated at all costs. Considering the unchanged reality of the continuity of corporal punishments basically forbidden by law, and considering several typical judgments given by the court of justice, as well as the consideration of the continuity of the offenses in spite of the advices from competent authorities, the present study focused on the policy to be taken in order to eradicate physical punishments in schools. Especially, the progress of the basic validity of opinions towards corporal punishments, together with consideration of the daily reality of a school life, a continuity of corporal punishments is to be considered unavoidable. Nevertheless, the eradication of physical punishments in schools remains the greatest goal ; and to achieve it, it is necessary to assist the school teachers in their personality development and self-confidence in their work of education.
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Martin L. Hoffman
1996 Volume 35 Pages
157-162
Published: March 30, 1996
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[in Japanese]
1996 Volume 35 Pages
163-165
Published: March 30, 1996
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Colin M. Macleod, Michael E.J. Masson
1996 Volume 35 Pages
166-171
Published: March 30, 1996
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Implicit remembering is remembering without intention.Priming is the benefit that occurs on a memory test due to a prior related study episode, without requiring awareness of the study-test relation.Using several different implicit tasks, we first provide evidence that priming in implicit remembering relies on both conceptual and perceptual processingc.We then argue that priming is produced by greater fluency of processing for previously encoded as opposed to new stimuli.We present evidence that this fluency is not the result of improved perception, but rather derives from automatic recruitment of memory for similar processing episodes.
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Sanshiro SHIRAKASHI
1996 Volume 35 Pages
206-218
Published: March 30, 1996
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We review the current “Social Psychological Studies of Education” which have been published in Japan during the past ten years.It covers the areas of (1) studies of teachers,(2) studies concerning students or pupils, and (3) studies of schools, community, and society.These studies suggest that a certain level of advancement has been made in these fields and in the cooperation between researchers and teachers/administrators for greater understanding of the different educational phenomena.
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