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Volume 11 (2000)
- Issue 3 Pages 153-
- Issue 2 Pages 89-
- Issue 1 Pages 1-
Volume 11, Issue 2
Displaying 1-5 of 5 articles from this issue
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Isao TakahashiArticle type: Article
2000 Volume 11 Issue 2 Pages 89-99
Published: October 20, 2000
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSVosniadou & Brewer (1992) argued that children construct their topographic models of the earth to reconcile common-sense knowledge (the ground is flat) with scientific views (the earth is spherical). This argument was subsequently challenged by Nakajima (1996). The present study addressed the questions of whether children would (1) accept alternative models of the earth as correct or not, and (2) apply the alternative models consistently to various questions concerning the earth. First-and 3rd grade children were required to estimate several models of the earth and asked various questions concerning the earth's shape. There were 3 main findings. First, many children accepted one particular model, suggesting that they integrated common-sense knowledge with scientific view. Second, many of even the youngest children could judge that the spherical model of the earth was correct. Finally, the responses of most children were not consistent across questions, in contrast with the results of previous studies.View full abstractDownload PDF (1121K) -
Koichi ToyaArticle type: Article
2000 Volume 11 Issue 2 Pages 100-111
Published: October 20, 2000
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThis study analyzed the communication between 3 therapists who worked with developmentally disabled children both in an individual therapy (ITS) and group therapy (GTS) setting. The results were as follows. Clarifications of the meaning of clients' utterances and modeling of new ways to play were more frequently observed in the ITS, while explanations of the situation to clients were more frequent in the GTS. One therapist, who mainly used a reflection strategy during the ITS for a child with severe language difficulties, changed her communication to an interrogative style in the GTS. A second therapist, who mainly used an interrogative style in his reflection strategy for a child with mild language difficulty during the ITS, exhibited this pattern less frequently in the GTS. Finally, closed questions were used more during the ITS while open questions were used more in the GTS. These results were discussed in terms of the relationship between therapists' style and the therapeutic setting.View full abstractDownload PDF (1141K) -
Mayumi TakagakiArticle type: Article
2000 Volume 11 Issue 2 Pages 112-121
Published: October 20, 2000
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThis research examined how children not yet taught about the height of a triangle in mathematics class represent the concept of height. It also clarified the relationship between children's concept of triangle height prior to studying it in class and their concept of height after class room instruction. First through 6th grade children (N=272) were asked to draw the height of an ordinary tree and ageometric triangle, and to report on their strategies. The results showed first that the concept of height among 1st through 4th graders who had not yet been taught about the height of a triangle were similar for natural objects and geometric shapes. Next, 6 strategies for representing height were identified from the reports, and these emerged progressively through the grade levels. Finally, nearly half of the 5th graders who had recently been taught about the height of a triangle did not relate the concept of height from everyday experience to the concept of triangle height taught in class. These results suggest the possibility that by the 6th grade, the abstract concept of geometric height is assimilated into the natural concept of everyday height.View full abstractDownload PDF (1059K) -
Koichi NegayamaArticle type: Article
2000 Volume 11 Issue 2 Pages 122-131
Published: October 20, 2000
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThe purpose of this study was to examine the development of children's ability to avoid obstacles in their environment. In Experiment I, 3- to 7-year olds were observed walking over or under a horizontal bar at 10-70% of their height. The older children were more successful at the task. The task was most difficult when the bar was at 40-50% of their height, because of the conflict between passing under and stepping over the bar. 5-year olds were moderately successful at the task, passing through slowly and with few failures, and at this age girls were more cautious than boys. In Experiment II, active avoidance by passing under the still bar and passive avoidance by ducking under the moving bar were observed in 4- to 6-year olds. Passive avoidance produced a wider gap between the bar and the head than did active avoidance. For boys exhibiting active avoidance, the head/bar gap correlated negatively with accident-proneness, suggesting a stronger risk-taking tendency when avoidance was active. The results are relevant to the development of affordance and of children's ability to cope with their environment.View full abstractDownload PDF (1175K) -
Seon-ah OhArticle type: Article
2000 Volume 11 Issue 2 Pages 132-145
Published: October 20, 2000
Released on J-STAGE: July 20, 2017
JOURNAL FREE ACCESSThis investigation created and structured, by individual interviews and detailed narrative sessions, concepts to explain one individual's "original-scape." The participant, a 41 year-old male living on the South Korean island of Cheju, had developed a relationship to the level of relaxed interaction with the researcher. Analysis of the narrative sessions, by dictation and observation, revealed 3 classes of narratives landscape, event and evaluative. In addition, 5 different types of narration- (1) scenic-recollection, (2) action-description, (3) explanation-persuasion, (4) factexplanation and (5) evaluation-attribution-were used during interview sessions. The structure of the man's original-scape consisted of the interaction of the 5 narration types with the 3 classes of narratives. Although the content of the narratives differed, certain characteristics remained constant across narratives. The past experiences and pass surrounding landscapes of the participant were linked to his present self-evaluation and formation of place attachment.View full abstractDownload PDF (1540K)
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