The Annual Report of Educational Psychology in Japan
Online ISSN : 2186-3091
Print ISSN : 0452-9650
ISSN-L : 0452-9650
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Volume 52
Displaying 1-35 of 35 articles from this issue
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Ⅰ Reviews of Research Trends in Educational Psychology in Japan During the Past Year
  • Review of Japanese Developmental Psychological Studies of Infants and Young Children
    TAKAHIRO TAMURA
    2013 Volume 52 Pages 1-11
    Published: March 30, 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.1
    JOURNAL FREE ACCESS
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    　　This article reviews the current trends in developmental psychological studies of infants and young children published between July 2011 and June 2012, particularly focusing on their contributions to educational practice.　The Current interests of these studies are perception, cognition, thinking, language, sociality, and motor development.　In addition to these studies, the nurturing behavior of mothers is also a point of interest.　Therefore, this paper discusses the overall importance of the results of these studies and their influences on educational practice.
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  • Reviewing studies of development during childhood and adolescence
    KOJI KOMATSU, TOSHIAKI SHIRAI, NOBORU TAKAHASHI
    2013 Volume 52 Pages 12-23
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.12
    JOURNAL FREE ACCESS
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    　　This article reviews studies concerning development during childhood and adolescence published between July 2011 and June 2012.　First, we examine studies of cognitive development and language development by focusing on the topics of reading/writing, pragmatics in oral communication, critical thinking, and development of operational thinking.　Second, by investigating the studies of children's development in social relationships, we highlight the importance of understanding the presupposition and limitation of the quantitative methods that are salient in these studies.　Third, we review studies of adolescents' social development that discuss the dynamics of development in socio-cultural contexts, including various daily activities.　Finally, we introduce the theoretical inquiries regarding developmental stages that were published in a special issue of the Japanese Journal of Developmental Psychology as a remarkable accomplishment in the developmental psychology in Japan.
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  • Annual review of development from early to late adulthood
    JUNKO WAKAMOTO
    2013 Volume 52 Pages 24-33
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.24
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    　　This article reviews studies on adult development published in Japan between July 2011 and June 2012.　Although the number of articles is limited, there are an increasing number of studies applying the life-span developmental psychological perspective.　After introducing Baltes' theory of life-span development, which is the basis for this article, studies of adult development focusing on "development through experience," "transitions," and "Erikson's developmental model" are reviewed.　From the perspective of "development through experience," the studies discuss the developmental process through relatively normative experiences (such as being parents or partners) as well as non-normative personal life events (such as being parents of children with disabilities).　Regarding "transitions," there were studies focusing on the transition of women's vocational adjustment from late adolescent to early adulthood as well as marital relationships and mental health from middle to late adulthood.　Concerning "Erikson's developmental model," there were studies examining older adults that focused on generativity, the process of changing maternal images, and the development of basic trust.　The issues, challenges, and future directions in this field are discussed in this article.
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  • Current Trends in Personality Psychology
    HIROAKI ENOMOTO
    2013 Volume 52 Pages 34-45
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.34
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    　　This paper reviews the studies on personality in Japanese psychological research.　The trends in personality research during the last year are reviewed, and the following problems, which should be investigated, are presented.　First, almost all studies are using scales or are developing scales, and there are few theoretical studies that examine personality concepts or offer frameworks for understanding personality.　This research gap needs to be addressed.　Second, clarifying the features of each scale and organizing them becomes necessary as many scales are similar.　Third, it is necessary to present the reasons for using a specific scale to prevent their random use.　Fourth, many personality concepts are proposed based on factor analysis, and the differences between each concept are not examined theoretically.　Finally, statistical significance is overestimated, so developing a guideline that gives meaning to the obtained data is a must.
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  • Trends and Issues in Social Psychology of Education
    YOKO YUGE
    2013 Volume 52 Pages 46-56
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.46
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    　　This article reviews studies on the social psychology of education that were reported at the 54th annual meeting of the Japanese Educational Psychological Association.　Recently, the number of studies regarding school adjustment, peer relationships, Internet issues, and gender have increased.　This article also reviews the trends related to education studies in Japanese social psychology over the past year by focusing on five themes: (1) social skills and interpersonal relationships, (2) school or classroom adjustment, (3) teacher's educational function, (4) the classroom, and (5) teacher's collaboration.　The findings suggest that the majority of studies interpreted interpersonal processes through individual factors, which revealed two issues.　First, the theory and mechanism of educational social psychology needs to be reconstructed in the equal relationship between teachers and researchers.　Second, a social-psychological framework that integrates individual education and society as task-related situations needs to be developed.
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  • Learning Verbal Activities and Learning by Self-Explanation and through Verbal Interaction
    SACHIKO KIYOKAWA
    2013 Volume 52 Pages 57-63
    Published: March 30, 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.57
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    　Performing verbal activities has been emphasized in the new teaching guidelines.　One of the most important tasks of educational psychology is to provide practical and useful knowledge that facilitates students' verbal activities.　The review reported on two types of researches studies that were published between July 2011 and June, 2012 in Japan: one addressed learning verbal activities and the other addressed learning through verbal activities.　First, the review showed that researchers paid lesser attention to oral verbal activities than written ones.　Second, several researches indicated that providing instructions for using new devices such as electronic readers was effective in facilitating reading and writing.　Third, some studies suggested that supplementary efforts were needed to make instruction, including verbal activities, more effective.　Future research should pay more attention, to oral presentation, to new devices, and to critical factors that influence the effectiveness of verbal activities in learning.
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  • Research trends in educational measurement division and the application of open-source R in educational psychological research
    TSUYOSHI YAMADA
    2013 Volume 52 Pages 64-76
    Published: March 30, 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.64
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    　　This article reviews studies published in 2012 that concern educational measurement and evaluation.　It focuses on the following aspects: (1) effect size, statistical power analysis, and meta-analysis; (2) item response theory; and (3) the Markov Chain Monte Carlo (MCMC) methods.　　The distinctive feature of 2012 was its significant attention topics in this field that although addressed, have been insufficiently elucidated.　These topics include effect size, statistical power analysis, meta-analysis, and item response theory.　Thus, 2012 might be a milestone year in this field of research.　　In addition, this paper also focuses on the open-source R (also known as R), a data analysis and statistics program.　Its brief history and the recent trend of using R in educational psychological research and psychological statistics are discussed.
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  • Trends and Issues in Clinical Psychology from the Perspective of Educational Counseling
    NAOKI ITO
    2013 Volume 52 Pages 77-89
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.77
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    　　This article reviews studies on clinical psychology conducted between July 2011 and June 2012 and identifies the following categories of studies: (1) relationship between psychological factors and adjustment (including psychological scale development), (2) developing, or improving psychotherapy, (3) projective techniques, (4) developmental tasks of―adolescence, (5) adjustment and problem behaviors of junior high school and high school students, (6) life-span development and family relationships of females, (7) psychological support and counseling in schools, (8) supporting child development, (9) supporting people with disorders, or serious illnesses, and (10) mental health of professionals providing interpersonal services.　These studies were analyzed from the perspective of educational counseling and the findings indicate that researchers should continue working in clinical fields and conduct research based on clinical practice.　Moreover, educational psychology should accumulate knowledge from case studies.　Furthermore, there is a need for exchanges between educational and clinical psychologists, and there is also a need for collaborative research between Japan and neighboring Asian countries.
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  • An Ecological Perspective on Educational Psychological Research Trends in Special Needs Education in Japan
    Sakiko KUROZUMI
    2013 Volume 52 Pages 90-104
    Published: March 30, 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.90
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    　　This article reviews educational psychological studies on special needs education in Japan that were conducted between July 2010 and June 2011.　It focuses on the classification of disorders, autism spectrum disorder, and pervasive developmental disorders, which appear to have been the trends of greatest interest to researchers.　The second item on that list was difficult to categorize according to the classification of disorders.　Then, by reclassifying the studies from an ecological perspective, it revealed that a number of studies are situated at the level of the microsystem, while a few studies are at the level of the mesosystem.　Since the perception of the concept of disorders is changing in modern times, the results of this study may provide useful suggestions for the progress of special needs education.
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  • Review of studies on school psychology in Japan published between 2011 and 2012
    NORIAKI KAWASHIMA
    2013 Volume 52 Pages 105-114
    Published: March 30, 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.105
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    　　This paper reviews studies on school psychology in Japan published between 2011 and 2012.　After the Great East Japan Earthquake in March 2011, many techniques of counseling children and supporting schools in the region have been the focus of studies, and school psychology is useful for these studies.　　Moreover, a new pupils guidance handbook was presented by the Ministry of Education, Culture, Sports, Science and Technology in 2011, which includes numerous results of studies on school psychology.　In addition, many educational methods are being developed by researchers.　However, to offer effective support to children and schools, teachers and researchers must collaborate.
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Ⅱ Psychology and Law in Japan : Recent Developments
  • Psychology and Law in Japan :
    Recent Developments
    MAKIKO NAKA
    2013 Volume 52 Pages 115-127
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.115
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        This article provides an overview of research in Japan regarding how psychology has been used to support law, and gives insight into specific developments of psychology and law of the most recent decade.  We review research on investigative aspects since the emergence of this mixed discipline in the 1990s.  In particular, we examine eyewitness testimony, face identification, and false confessions as well as interviews with children.  This background review is a prelude to exploring research on a new legal procedure, Saiban-in Seido (lay judge system).  The supporting Act was passed in 2004, establishing an adjustment to the legal system such that decisions are made by a panel of three professional judges and six lay-persons; enactment began in 2009.  We review studies on factors that affect lay judges’ deliberation and decision making.  Finally, using real-world cases and laws, we analyze related research on values and attitudes.
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Ⅲ Overviews on Current Research Topics
  • A Review of critical thinking education
    YASUSHI MICHITA
    2013 Volume 52 Pages 128-139
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.128
    JOURNAL FREE ACCESS
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        Recently, the necessity of critical thinking (CT) education has been noted in various areas, and the number of studies related to CT education in Japan has been steadily increasing.  Therefore, this article highlights pertinent issues in these studies by reviewing recent theoretical and practical studies regarding CT educations conducted in Japan.  Practical studies, the focus of this article, are classified based on the purpose of CT educations (such as the development of academic literacy or of citizenship literacy) as well as on the manner of education, such as the “general approach” (in which students learn critical thinking through separate critical thinking courses), or the “immersion approach” (in which students learn critical thinking by immersing themselves in the existing subject-matter areas).  The findings confirm that CT education is conducted for various purposes and by various methods.  In addition, this article provides several suggestions for further CT practices and studies by elucidating the importance of the purpose of teaching and the suitability of the outcome evaluation.
        Key Words : critical thinking, education, higher-order literacy, instructional approach, evaluation
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  • Media and Child Development
    NAOKO DAN
    2013 Volume 52 Pages 140-152
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.140
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        This article reviews studies on the relationships between children and media published in Japan during the past decade.  Studies on children’s understanding of television and its contents have revealed that children recognize certain aspects differently compared to adults.  Although the impacts of the media on children and their development has been discussed by many researchers, especially in regard to its negative influence, more experiential studies are required.  With regard to the media as a tool for education, numerous studies utilizing television programs, computers, and video games have been reported.  However, studies that evaluate their effectiveness and offer a systematic methodology for developing effective educational media materials are insufficient.  Therefore, this article shows the importance and shortage of studies on media in educational psychology.
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Ⅳ Educational Psychology and Practical Activities
  • Risk Management Education and Disaster Prevention Education
    TADAHIRO MOTOYOSHI
    2013 Volume 52 Pages 153-161
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.153
    JOURNAL FREE ACCESS
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    　　This article reviews recent risk management and disaster prevention education in Japan.　Risk management education is defined as understanding the features of risk, risk assessment methods, the perception of risk, and risk communication to appropriately govern risks.　Disaster prevention education is defined as understanding the effective preparedness and behaviors required for protection against disasters.　First, certain fundamental contents and practices of risk management education are introduced.　Then, the type of risk literacy required and the means of cultivatinge people who effectively understand risk literacy are discussed.　Next, risk management education is effectively addressed using dyadic discussions.　In addition, learning tools and practices of disaster prevention education are introduced, and the importance of disaster prevention education focusing on self-efficacy, which is essential to overcome difficulty, is discussed.
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  • Instruction of reading strategies
    MIWA INUZUKA
    2013 Volume 52 Pages 162-172
    Published: 2013
    Released on J-STAGE: October 30, 2013
    DOIhttps://doi.org/10.5926/arepj.52.162
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    　　The present study, defines "reading strategies" as the procedures and thoughts that a reader employs while reading, and that affect comprehension.　A literature review reveals that strategy instructions are effective for facilitating comprehension in several different ways.　On the other hand, there are limited studies that investigate the effect of reading strategy instruction in Japan.　In addition, the national curriculum and related literatures suggest that not all the essential strategies are focused on in schools, and explicit instruction of such strategies is inadequate.　Finally, this study points out emerging challenges concerning reading strategy and its instruction : critical reading and reading multimedia texts.
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Ⅴ Outlines of the 54th Meeting of the Japanese Association of Educational Psychology Report From the Organizing Committee
Special Lecture Planned by the Organizing Committee
Invited Lectures Planned by the Organizing Committee
Symposia Planned by the Organizing Committee
Symposia Planned by the Research Committee
Tutorial Seminar Planned by the Research Committee
Ⅵ Special Lecture for Preventing Harassments
Ⅶ Open Symposium Planned by the Japanese Association of Educational Psychology
Ⅷ Kido Award : Selection Process and Comment & Recipients’ Comments
Ⅸ Outstanding Paper Award : Selection Process and Comment & Recipients’ Comments
Ⅹ Summaries of Doctoral Dissertations in the Field of Educational Psychology
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