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George G. BEAR
2006 Volume 45 Pages
3-6
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2006 Volume 45 Pages
7-9
Published: March 30, 2006
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[in Japanese], [in Japanese], [in Japanese], [in Japanese], [in Japane ...
2006 Volume 45 Pages
10-11
Published: March 30, 2006
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2006 Volume 45 Pages
12-13
Published: March 30, 2006
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[in Japanese], [in Japanese], [in Japanese], [in Japanese]
2006 Volume 45 Pages
14-15
Published: March 30, 2006
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2006 Volume 45 Pages
16-18
Published: March 30, 2006
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2006 Volume 45 Pages
19-23
Published: March 30, 2006
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2006 Volume 45 Pages
24-27
Published: March 30, 2006
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2006 Volume 45 Pages
28-32
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
33-42
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
43-52
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
53-60
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
61-71
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
72-81
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
82-91
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
92-103
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
104-113
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
114-124
Published: March 30, 2006
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[in Japanese]
2006 Volume 45 Pages
125-133
Published: March 30, 2006
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Hiroshi NAMIKI
2006 Volume 45 Pages
134-144
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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Since the publication of Cronbach and Meehl's (1955) article on construct validity in terms of a nomological network, this methodological approach has been widely acknowledged by researchers in psychology. When Cronbach (1989) reviewed the evolution of the concept 30 years later, he suggested a realistic strategy for improving construct validation. During that time, the general trend of psychology had drastically changed into an information-processing approach. Embretson (1983) proposed a new method of construct validation based on cognitive theorizing, calling it “construct representation”. In the present article, following a discussion of the history of construct validation, the author reviews available methods for construct validation, including one proposed by Kyllonen (1996). A summary is presented of the present author's development of a neuropsychological diagnostic test for dementia based on working-memory theory and item-response theory. A new method of construct validation, called “a mutually compensatory method of construct validation”, is proposed that would effect a synergy of the psychometric and cognitive approaches.
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A Survey of Longitudinal Research With Infants
Hidehiro OHGAMI, Wakako SANEFUJI
2006 Volume 45 Pages
145-154
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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Joint attention (JA), which develops in rapidly humans immediately after birth, is important in subsequent social cognitive development. Since this topic was introduced in 1975, although the definition and behavioral indices of joint attention have come to be broadly interpreted and diverse, the initial emergence of joint attention behavior and the developmental relation among joint attention behaviors have yet to be investigated. The present study reports the results of a survey of longitudinal research on joint attention in approximately 2,000 infants (ages 8-18 months), including infants with typical development, mental retardation, and autism, in which the infants were assessed every 2 months. The analysis revealed the initial emerging periods of joint attention behavior. A joint attention behavior scale was developed and standardized. Four related developmental stages were proposed. The results should enable effective developmental assessments. Early predictors of autism were discussed, as was typical joint attention behavior in 18-month-old infants.
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Developing an Infrastructure for Regular Schools and Employing Undergraduates
Kouji OISHI
2006 Volume 45 Pages
155-161
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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The present paper discusses current issues relating to the establishment of a system of special needs education, such as developing an infrastructure for regular schools, employing undergraduates to ease the schools' financial problems, and developing a backup system to solve problems relating to these issues. Examination of problems faced by 3 self-governing bodies that employ undergraduates has led to the suggestion that employing undergraduates and increasing the acceptability of regular classes should go hand-in-hand. Moreover, in those 3 self-governing bodies, the qualification and degree system, systematic education, and the supervisory system were underdeveloped. Because Boards of Education are responsible for these concerns, the 6-point guidelines by Balshaw (1991) and the consultation between agents and universities suggested by Honda (1999) are relevant. Universities should promote action research while practicing special needs education. The results of that research could be presented to boards of education to encourage initiatives, and might also encourage new talent.
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Yozo TAKINO
2006 Volume 45 Pages
162-175
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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Various kinds of school incidents and accidents are being reported more frequently than in the past, and school crisis preparedness and intervention have received increased attention recently.“Risk management” is defined as the process in which, before incidents and accidents occur, school personnel attempt to prevent their occurrence, and after an occurrence, personnel wrestle to control the resulting crisis in the school. Crisis management minimizes damage just after incidents and accidents, and promotes early recovery. Essential for the preparation for school crises are management for and education about safety, and installation of a school-based crisis response team. The psychological impact of incidents and accidents may continue for a long time in the school setting. In order to facilitate the recovery process, the response to students should be made very carefully, because individual differences in reaction to incidents will increase over time. Therefore, psychoeducation about trauma care is quite important in order to enable teachers, parents, and mental-health professionals to deal with affected students. Psychological assessment is also an important basis for long-term care. The present article describes some of the present author's experiences in the Ikeda incident, as a member of the crisis response team, and also experiences conducting simulation exercises for crisis teams, using vignettes of school crises. Such exercises should result in a better balance of prevention and intervention in the future. A new trend in prevention education is to develop methods that encourage students' initiative and activities, thus fostering good relations in the classroom. In addition, research on and evaluation of crisis intervention and crisis prevention training programs should be conducted, in order to improve the practice of such programs. It is important that educational psychology and school psychology contribute to school crisis prevention and intervention. School psychologists should take an important role in the response to crises.
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JUN NAKAZAWA
2006 Volume 45 Pages
185-196
Published: March 30, 2006
Released on J-STAGE: December 11, 2012
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Peer relations is one of the most active research fields in educational psychology and developmental psychology in Japan. The present article provides a brief-review of Japanese peer-relations studies in the last decade from 4 different perspectives:(1) formation and development of peer relations and friendships: formation of peer relations, social status, friendships during adolescence, and group culture,(2) social behavior and peer relations: internalizing problem behavior, externalizing problem behavior, and social skills,(3) cognitive aspects of peer relations: intent attribution, generation and estimation of response strategies, and goal setting and strategy choice, and (4) emotion regulation and peer relations. The research agenda of Japanese peer-relation studies is also discussed.
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