This study examined training instructor’s approach with regard to interaction in vo-
cational education by observing boat training practice sessions in seafarer’s education.
The discourse structure in the practice was defined using a rank scale model. The
results were as follows: (1) as students acquired operation skills, the instructor used
silence follow up (or “no follow up”) and increased their real vocational interactions;
and (2) four patterns of the instructor’s approach that differed from those defined in the
model were “jest”, “tease”, “reprimand/admonish”, and “general follow-up”. Overall,
the findings suggest that these approaches by the instructor may be encouragements
that students can form vocational identities.

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In multi-attribute decision making, the presence of the attraction effect or compro-
mise effect is considered a form of irrational choice because these effects violate the
principles of rational choice. These two context effects are similar in that they increase
the choice share of a particular option, but the mechanisms by which they occur are
believed to differ, owing to the different trade-off structures of the choice sets concerned.
Previous studies have indicated that negative emotions and the strategies employed in
decision making differ between the two context effects and that these effects correspond
to Systems 1 and 2 of the dual process theory. In this study, focusing on trade-offs, we
examined the mechanisms by which these two context effects occur, by experimentally
manipulating cognitive resources and measuring negative emotion and eye movement
in decision making. We attempted to increase and decrease these resources by using a
glucose drink and a cognitive depletion task, respectively. Results showed that the at-
traction effect increased and the compromise effect decreased in subjects with depleted
cognitive resources compared to subjects with restored cognitive resources. Negative
emotions were strongly aroused in the compromise effect. Eye tracking data showed
that a non-compensatory decision strategy was used in the attraction effect context and
that a compensatory decision strategy was used in the compromise effect. These find-
ings suggest that reasoning systems and decision strategies are directed by differences
in the trade-off structure of the choice sets, which ultimately lead to the occurrence of
the above two context effects.

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Traditional study of music education perceives instructor’s teaching narrowly as how
instructor teach knowledge that is previous in advance adequately, so instructor’s ac-
tive and improvised encouragement had never been deal properly. This paper pointed
out that and describes the scene of teaching of orchestra which was leaded by profes-
sional conductor, and consider about instructor’s encouragement in practice of playing
music, which is characterized as highly artistic. Result of analysis reveals 3 forms of
encouragement by conductor. First is “scaffolding”, which makes clear the differences
between good way to resolve the problem and action what was really done. Second is
“re-configuration of resource”, which controls significance of score and indicate other
player as resource. And Third is “actualization of tacit knowledge”, which actualizes
the knowledge that is impossible to generalize in concrete scene of practice and music.
Finally, this paper pointed out that every teaching of this study has “possibility to de-
velopment” which makes possible for conductor to develop the teaching, and researcher
need to consider these instruction as intermixed process, not as each independent pro-
cesses.

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This research proposed a new model of representational change in writing. In this
model, two processes — the construction phase and the expression phase — are al
ternatively repeated. In the construction phase, a mental representation of writing
tasks changes from a propositional representation of sentence-by-sentence in text to a
representation such as a summary of text, and finally changes into an abstract repre-
sentation reflecting deeper understanding. The expression phase is the reverse of the
construction phase; representation changes from abstract to propositional. Addition-
ally, this research assumed that the expression phase consisted of an automatic process
and a controlled process. The automatic process involves writing the main message,
and the controlled process involves writing another sentence that adds information to
the previously written sentence or gives concrete examples. After two experiments were
conducted to confirm the hypothesis, the results revealed that a portion of the main
written message was not related to the amount of resources necessary for the function-
ing of the control system; moreover, the amount of resources required for the proper
functioning of the control system facilitated a portion of the added sentences. These
two results are significant in proposing a new model and understanding the writing
process, and show that the mental process of writing includes an automatic process
and a controlled process.

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