This study investigate the text-dependency in the activation of "the Moral Reading Schema (MRS)" using 2 different kinds of explanatory texts. In the experiment, 63 women's university students received passage-1 in the first semester, and passage-2 in the second. They were instructed to read and answer the questions on both passages. The results confirmed that the MRS is not restricted to a specific type of explanatory text, but may occur in several types of texts. The experiment also suggested that, rather than being constantly active for particular readers, the activation of the MRS depends on the content of the reading text. It appears, however, that there are certain readers who consistently fail to activate the MRS. The experiment revealed no significant difference regarding the MRS-activation between the readers who gave an appropriate interpretation to the text and those who gave an inappropriate one. As reading comprehension strategies closely associated with MRS-activation, the following was observed: the tendency of readers to simplify vague expressions in the text and to interpret the author's intentions in an active manner.

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The study focuses on teaching and learning activities that differ from the intended curriculum. Psychological interactions behind verbal and behavioral interactions during classroom communications between teacher and students were investigated. The research was conducted during a Japanese language class in fourth grade at an elementary school. Based on the introspection reports of the teacher, the content of internal utterances by the teacher and by the students were reproduced using category analysis and case analysis based on the "Dual Structure of Open-Mindedness." The result indicated the following: (1) During the unintended curriculum study, discrepancies in the subjective, "cognition level" (surface, logic, sensibility level) of the teacher and that of the students changed according to the role of the teacher. (2) During unintended curriculum study, when interrelated "teacher-children-curriculum" relations change dynamically, complementally and simultaneously, it may be possible to convert from "interaction" to "transaction."

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Tatsuki, T. and Fushimi, Y. (2008) reported that insufficient logical transformative operation of learners is one factor interfering with concept learning. The purpose of the present study was to investigate the effect of different focus instances on logical transformative operation, learner belief and post-test scores. The experiment consisted of five sessions: a pre-test, reading test, logical operation test, learner belief test and post-test. Two versions of the reading text were prepared with differing instances: one conflicting with learner misconceptions and one not conflicting. The study resulted in two major findings: (1) Difference in instances did not effect logical transformative operation and learner belief. (2) The conflicting instance positively effected the post-test score even though learners did not change their incorrect beliefs, but the non-conflicting instance did not have such an effect.

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[in Japanese]

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