The Annual Report of Educational Psychology in Japan

[title in Japanese]

[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...

2002 Volume 41 Pages 4-7
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_4

JOURNAL FREE ACCESS

Download PDF (724K)
[title in Japanese]

[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...

2002 Volume 41 Pages 8-21
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_8

JOURNAL FREE ACCESS

Download PDF (2741K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 22-26
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_22

JOURNAL FREE ACCESS

Download PDF (857K)
Multimedia Learning

Richard E. Mayer

2002 Volume 41 Pages 27-29
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_27

JOURNAL FREE ACCESS

Download PDF (451K)
[title in Japanese]

[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...

2002 Volume 41 Pages 30-33
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_30

JOURNAL FREE ACCESS

Download PDF (804K)
[title in Japanese]

[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...

2002 Volume 41 Pages 34-37
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_34

JOURNAL FREE ACCESS

Download PDF (782K)
[title in Japanese]

[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...

2002 Volume 41 Pages 38-41
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_38

JOURNAL FREE ACCESS

Download PDF (789K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 42-52
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_42

JOURNAL FREE ACCESS

Download PDF (2263K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 53-62
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_53

JOURNAL FREE ACCESS

Download PDF (2079K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 63-72
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_63

JOURNAL FREE ACCESS

Download PDF (1918K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 73-83
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_73

JOURNAL FREE ACCESS

Download PDF (2212K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 84-93
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_84

JOURNAL FREE ACCESS

Download PDF (1954K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 94-103
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_94

JOURNAL FREE ACCESS

Download PDF (2161K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 104-113
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_104

JOURNAL FREE ACCESS

Download PDF (1935K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 114-123
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_114

JOURNAL FREE ACCESS

Download PDF (2114K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 124-131
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_124

JOURNAL FREE ACCESS

Download PDF (1587K)
[title in Japanese]

[in Japanese]

2002 Volume 41 Pages 132-138
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_132

JOURNAL FREE ACCESS

Download PDF (1279K)
Japanese Educational Psychology in the 21^st Century

Tatsuya SATO

2002 Volume 41 Pages 139-156
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_139

JOURNAL FREE ACCESS

Show abstractHide abstract

The present paper offers a tentative view of the future of Japanese educational psychology in the 21^St century. First, the history of educational psychology in Japan is briefly reviewed. The seco nd part of the paper highlights the argument, which has raged for more than 50 years, about the barren nature of Japanese educational psychology. The main cause of this supposed barrenness is said to be the discrepancy between the topics investigated by educational psychology researchers and actual problems in the practice of education. Some commentators have enen contended that the argument about the barren nature of Japanese educational psychology is itself barren. However, a new movement in school psychology is expected to overcome this long-standing problem. In the third part of the paper, mode theory, a new style of knowledge-building systems, is introduced. The fourth part of the paper points out the importance of discussing and constructing valid methodology for educational psychology. The autbor proposes that one of the best ways for Japanese educational psychology to develop is by espousing the concepts of education among both researchers and practitioners.

View full abstract

Download PDF (3576K)
History, Present State, and Current Tasks of School Non-Attendance

Toru HOSAKA

2002 Volume 41 Pages 157-169
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_157

JOURNAL FREE ACCESS

Show abstractHide abstract

The history, present state, and current tasks of school non-attendance were prospectively studied from the following two viewpoints: problems concerning the definitions and transitions of the terms related to school non-attendance; and problems regarding former studies conducted on school nonattendance. 1) The terms “school phobia”,“school refusal”, and “school non-attendance” were organized according to historical circumstances, so as to clarify the definitional difference between the term “reluctance to go to school” defined and used by the Ministry of Education in the absentees investigations of long-term truancy. Nowadays, the expression “school non-attendance”,which is a rather inclusive term, is most frequently used. This may be brought by the fact that no stable clinical image can be captured (meaning that the actual state of students continuously change), nor does there exist a stereotype of this phenomenon (i.e. neurotic school refusal or truancy). 2) The problems regarding former studies of school non-attendance were viewed from the following points: (1) inconsistency between basic statistics and reality ; (2) lack of follow-up surveys ; (3) insufficient number of studies regarding school environment; and (4) no case reports presented on school basis. In conclusion, one of the most important future tasks is to conduct case reports on a school basis so that the complex relation between school non-attendance and school environment can be examined.

View full abstract

Download PDF (2583K)
Combining Research with Active Educational Practice

Masahiro NASU

2002 Volume 41 Pages 170-178
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_170

JOURNAL FREE ACCESS

Show abstractHide abstract

Education is a practical activity, whereas the focus of research is on the advancement of knowledge. Practitioners broaden their knowledge about learning and the child development through their daily work as educators. In contrast, in the context of methodological limitations caused by the scientific orientation of psychology, educational psychologists carry out research with no involvement in active teaching; they may have no contact with educational practitioners. But researchers could adopt a methodological style that combines research with active practice. In the present article, I discuss such a possibility, and present some advantages of a practical style of research. I propose a taxonomy that includes 4 types of approaches: experimental classrooms, cognitive counseling, classroom experiments, and consultation. Based on some anecdotal examples, I suggest that consultation enriches both practical knowledge and theoretical insights.

View full abstract

Download PDF (1701K)
Improvement of Adaptation to Class of a Child with Possible LD

School Psychological Practice in a Regular Elementary School Class

Kumiko HINO

2002 Volume 41 Pages 179-186
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_179

JOURNAL FREE ACCESS

Show abstractHide abstract

Most regular classes have a few pupils who may be children with LD or ADHD. In such classes, the homeroom teachers act as psychological-educational assistants for these pupils, in addition to their usual duties of understanding and teaching the other pupils, by providing lessons that aim at more effective educational activities for those pupils. I assessed third grade boy as being a child with LD. Although his intellectual performance was not delayed, he had trouble participating in activities with other children because of problems with language and cognition. I was his homeroom teacher for 2 years, and in addition worked with him as a team teacher for 1 year. I prepared a class-management plan and taught him using this plan. After that, his serious social problem, that is, panic attacks, disappeared. He gradually began to learn and work on many activities with his peers at school. In summary, my contacts with this boy led to an effective evaluation, interpretation of the results of the evaluation, sharing those results with his teachers and parents, and counseling them and the child based on those results.

View full abstract

Download PDF (1494K)
Barren Nature of the Argument Concerning the Barren Nature of Educational Psychology

Tomomi TAKAHASHI

2002 Volume 41 Pages 187-193
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_187

JOURNAL FREE ACCESS

Show abstractHide abstract

Although the environment surrounding the field of educational psychology is rapidly changing, researchers, in their eagerness to contribute to educational practice, have not changed their attitudes. However, issues related to the barrenness of educational psychology research have been discussed repeatedly in professional meetings and in articles in journals of related academic societies, from the viewpoint of conflict between researchers and practitioners. In order to deal with problems relating to school education, which are likely to become more complicated and diversified in the future, we must build a new relation between these two groups. Therefore, current problems between researchers and practitioners, and a desirable relation between them, are discussed.

View full abstract

Download PDF (1324K)
Working Cognition: A Temporary Maintenance System Incorporating so Called “Working Memory”

Chizuko IZAWA

2002 Volume 41 Pages 194-204
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_194

JOURNAL FREE ACCESS

Show abstractHide abstract

The Atkinson-Shiffrin (A-S, 1968) model enhanced James' (1890) dual memory processes (short-, long-term memory/STM, LTM) over Ebbinghaus' (1885) unitary process. But, Baddeley and Hitch (B-H, 1974) attempted to replace STM by working memory (WM).
The Japanese Monbu-sho previously translated WM as “Sagyo Kioku, ” but later changed to “Sado Kioku.” All 30 Japanese-English bilinguals (Exp.1) and 19 Chinese-English bilinguals (Exp.2) selected “Sagyo Kioku” as expressing WM best, and 98% rejected “Sado Kioku”. Results underscore the necessity for reviving the older, more accurate terminology, “Sagyo Kioku” henceforth.
The alleged demise of STM/replacement of STM by WM claimed by some WM enthusiasts/sympathizers appears inappropriate: No objective signs of the diminution of STM research, contrasted with WM activities, emerged via Psychological Abstracts, Citation Indices, and the thrusts of 39 critiques in Cowan (2001). Both STM research and the evolution of A-S type models continue to thrive with greater vigor than those of WM.
Definitions of WM diffe r greatly among individual models/experiments. Such difficulties are compounded because WM does not adequately describe the psychological processes by excessively limiting itself to the memory components alone, stifling creative development of this field.
To resolve current terminological chaos, Izawa (2001) proposed Working Cognit i o n (WC), a far more comprehensive construct that involves all cognitive processes (including memory) necessary for solving any task. The strengths of WC dwell in its capacity to accommodate many problems/issues raised by representative models because WC includes all cognitive processes and their dynamic and flexible properties toward a Newell (1990) type unified theory.

View full abstract

Download PDF (2157K)
Comprehensive Psycho-Educational Programs for School Empowerment

Kenji KAMEGUCHI, Richard L. HAYES

2002 Volume 41 Pages 235-244
Published: March 30, 2002
Released on J-STAGE: December 11, 2012

DOIhttps://doi.org/10.5926/arepj1962.41.0_235

JOURNAL FREE ACCESS

Show abstractHide abstract

Development of comprehensive psycho-educational programs for students in a middle school attached to a university is presented. The rationale for comprehensive psycho-educational programs, basic concepts, methods and procedures, and curriculum development are discussed. Background of the birth of comprehensive psycho-education and the integration of psycho-educational programs and clinical knowledge are reviewed. Collaboration, reframing, and empowerment are discussed as basic concepts in comprehensive psycho-education. In the last section, the developmental process of using a psycho-educational program at a school is described in the context of integration with “Comprehensive Studies” and “Mind Education”.

View full abstract

Download PDF (1649K)

Register with J-STAGE for free!