Previous research has indicated that consumer values can influence consumption behavior. One factor that may influence these values is the experience of being moved or touched (referred to as "being moved" in Japanese). However, no systematic study has organized existing studies on being moved while relating them to consumption situations. Therefore, this study aims to achieve the following objectives: (1) position the concept of being moved by juxtaposing it with the abundant research on consumer emotions, (2) organize previous studies related to the concept of being moved, and (3) investigate the impact of being moved on values and their potential applicability in the consumption context. A review of previous research has revealed that the concept of being moved cannot be neatly categorized into conventional typologies of emotions and does not align entirely with any specific field of emotional research. Existing research on being moved can be categorized into three main approaches, with the value approach being one, suggesting its potential influence on consumer values. Finally, the theoretical and practical implications and future prospects of research in this area are discussed.

This study aimed to compare the range of spatial demonstratives used by Chinese native speakers, Japanese native speakers and Chinese learners of Japanese. Japanese native speakers and Chinese learners of Japanese indicated a specific location within a space, by using either the Japanese spatial demonstratives “koko, soko, asoko”. Chinese native speakers indicated locations with the Chinese spatial demonstratives “zhe, na”. The experiment adopted two conditions: the adjacent condition, where the speaker and the hearer were positioned next to each other, and the separated condition, where they were physically separated. The results show that Japanese native speakers used the spatial demonstratives based on the physical distance from the speaker and a psychological factor between the speaker and hearer. In comparison, Chinese native speakers used the demonstratives based on both the physical and psychological distance from the speaker. We also found that Chinese learners of Japanese used Japanese spatial demonstratives in between their native language and their second language. These results indicate that the second language learners acquire not only the physical spatial distance of the terms, but also the psychological concepts of spatial relations in Japanese demonstratives.

This study examined discrimination learning in Sprague Dawley rats, particularly focusing on their choice behavior by observing a demonstrator ICR mouse, and the types of food sites involved. The subject rats had previously learned to differentiate between two types of food sites, replenished and depleted, through an earlier study conducted by the authors. In the first trial of the previous study, rats had access to four food sites in an experimental field. In subsequent trials, two specific sites were always replenished with food (replenished sites), while the other two were not (depleted sites). In the present study, a demonstrator mouse selected the food sites first, acting as a discriminative cue for the subject rats. In the high congruent group, rats were rewarded for choosing the site visited by the demonstrator mouse at replenished sites, and for choosing sites not visited by the demonstrator at depleted ones. Conversely, in the low congruent group, rats were rewarded for selecting sites visited by the demonstrator at depleted sites, and for selecting sites not visited by the demonstrator at replenished ones. Both groups showed better performance at the depleted sites than at the replenished sites. Although the high congruent group demonstrated marginally better performance than the low congruent group, the difference in performance did not reach statistical significance. This study is the first to demonstrate that rats can learn a discrimination task in which the behavior of mice from different species serves as discriminative cues for food rewards. However, further research with a larger sample size is necessary to more robustly demonstrate the rats’ ability to use the behavior of other animals as discriminative cues indicating the presence or absence of food.

This study investigated the relationships between irrational career beliefs, career consciousness, and career exploration among university students by employing a cross-lagged effects model. A nationwide web-based survey was conducted among third-grade university students, and 107 respondents at two time points were included in the analysis. Results of the analysis using the cross-lagged effects model revealed that irrational career beliefs, specifically lack of confidence and self-underestimation, had detrimental effects on career action, career vision, and vocational motives of self-improvement, status, and interpersonal. Moreover, the vocational motives of self-improvement and social status positively affect social evaluation prejudice, and self-improvement positively influences the persistence of ideal employment. Conversely, there was neither correlation between irrational career beliefs and career exploration nor between career awareness and career exploration. Further study is required to examine the variables that directly impact career exploration behavior and its adjustment variables, as well as to identify different viewpoints on how to measure the effectiveness of internship programs.