All issues
Volume 17 (2006)
- Issue 3 Pages 207-
- Issue 2 Pages 103-
- Issue 1 Pages 1-
Volume 17, Issue 2
Displaying 1-8 of 8 articles from this issue
- |<
- <
- 1
- >
- >|
-
Keito NAKAMICHIArticle type: Article
2006 Volume 17 Issue 2 Pages 103-114
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe first of two experiments examined the influence of make-believe context on the four-cards selection task of Nakamichi (2004). This task gave a familiar or counterfactual conditional equation to the participant, and identified the violation to the conditional equation from among four cards. The results showed that 5- and 6-year old children (n=28) performed better than 3- and 4-year olds (n=24), the counter factual task was more difficult than the familiar task, and 5- to 6-year old children's reasoning on the counterfactual task was promoted by the make-believe context. Experiment II examined the influence of make-believe context, with detailed explanations, on 3- to 4-year old children's (N=28) conditional reasoning. The 3- to 4-year old children's reasoning was not promoted by the make-believe context as well as in Experiment I. The data showed that difficulty in understanding make-believe context was not a factor in the influence of make-believe context for 3- to 4-year-olds. These results showed that the influence of make-belive context on the conditinal reasoning changed with age.View full abstractDownload PDF (1469K) -
Koji KOMATSUArticle type: Article
2006 Volume 17 Issue 2 Pages 115-125
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSIn this study, natural conversations between a young girl and her mother were recorded in a car over a 17-month period (from ages 4:4 to 5:8), mainly when they were driving home from nursery school. Analysis of the recordings (34 hours over 153 days) focused on conversations that depicted the girl in relation to her nursery school friends. In 50 episodes concerning her interpersonal experiences at the nursery school, the girl frequently compared or enumerated her friends and herself, using several criteria such as their abilities or their roles in pretend play. In the early portions of the recordings, only simple comparisons and enumeration were observed. But later in the tapings, several narratives or explanations concerning the characteristics of the enumerated person were skillfully inserted into the enumeration. Whereas the mother directly supported her child's expressions in the early part of the research period, her role gradually changed, and the communication became increasingly mutual and collaborative.View full abstractDownload PDF (1289K) -
Minako KIMURA, Yoshinobu KATOArticle type: Article
2006 Volume 17 Issue 2 Pages 126-137
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThis study investigated how young children come to understand video images not as real, physically present objects but as representations. To assess the nature of their understanding, three experiments were conducted in which children were asked about the possibility of the interaction between the image world and the real world. The research focused on how intentionality affected children's perception of video images. Intentionality was manipulated in terms of the difference of direction and source. The results of the study indicated that (1) up to the age of 5 1/2 most children thought they could interact with video images, whereas a greater number of children over 6 years of age denied the possibility of interaction; and (2) the direction and source of intentionality affected children's understanding of video images, depending on their ages. The results suggested that it takes a long time for children to come to understand the representational nature of video images. The factor of intentionality may play an important role in this developmental process.View full abstractDownload PDF (1524K) -
Ai NAKAGAWA, Kyoko MATSUMURAArticle type: Article
2006 Volume 17 Issue 2 Pages 138-147
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThis study examined the behavior and speech of students (18 males and 14 females) who were inexperienced in contacts with babies. Participants' verbal and physical behaviors directed to a four month-old baby and to an adult were recorded. The infant-directed speech of students was characterized by significantly higher frequency sounds and a slower speaking style, compared with their adult-directed speech. The infant-directed speech of male students included soothing speech, and the speech of female students was both soothing and stimulated the baby's attention. Both male and female students showed similar infant-directed physical behaviors such as patting the baby on the back, rocking, and soothing.View full abstractDownload PDF (1238K) -
Namiko NAKAYA, Motoyuki NAKAYAArticle type: Article
2006 Volume 17 Issue 2 Pages 148-158
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe purpose of this article was to investigate the relationship between a mother's cognitions about children's misbehavior (consisting of positive, negative, and hostile attributions) and child maltreatment. Participants were mothers (N=207) of 3-4 year old children who attended a day nursery. Stress regarding childcare, self-esteem, attachment to their own parents, and demographic factors, were examined as factors that influenced maternal cognitions and child maltreatment. Path analysis revealed a significant causal relationship between child maltreatment and mothers' hostile attributions, and stress over child care and low self-esteem were also related to negative cognitions. In addition, direct relations were found between stress over childcare, attachment to their own parents, and child maltreatment. These results showed the importance of the mother's cognitions for childcare, and suggested an intervention method for high risk mothers.View full abstractDownload PDF (1362K) -
Ayumi TSUJI, Yoshiko TAKAYAMAArticle type: Article
2006 Volume 17 Issue 2 Pages 159-170
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThis research studied the process of change in the relations between a 3 year-old boy with autism and his mother during four sessions of playing with soap bubbles, over a one-month period. In the course of these interactions the boy gradually increased in connecting together his actions. Observations also focused on interactions in which the boy and his mother shared attention. We analyzed a series of the boy's actions, i.e., S-S behavior. The purpose of the research was to explore how this boy came to regulate his self-intentions. The results led to the interpretation that by interacting with objects the boy began to recognize his mother as the agent who manipulated objects. Later he began to clarify his intentions and came to recognize that his mother had her own intentions. Based on such recognition, the boy acted against his mother's intentions and began to predict her actions. Finally, he was able to exchange intentions with his mother and bring into existence a relationship in their interaction.View full abstractDownload PDF (1457K) -
Masamichi YUZAWA, Miki YUZAWA, Daisuke WATANABEArticle type: Article
2006 Volume 17 Issue 2 Pages 171-181
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe present research focused how the use and internalization of superimposition and numbers were related to the development of the quantity concepts of area and length in early childhood. In Study 1, children from 3 to 6 years of age were asked to divide a quantity equally into two under different conditions. As a result, the 3-year-olds cut the stimulus into many pieces and divided them into two piles by using numerical strategies. Children ages 4 and older more often cut the stimulus directly into two parts, but made an uneven division under a misleading condition with an uneven line on the stimulus. Children from 5 and half years of age used superimposition and divided the stimulus equally even under the misleading condition. Study 2 explored the effects of instruction of superimposition on children from 4 to 6 years of age. It was revealed that the use of superimposition was causally related to the internalization of the cognitive tool.View full abstractDownload PDF (1392K) -
Yoko MORISHITAArticle type: Article
2006 Volume 17 Issue 2 Pages 182-192
Published: August 20, 2006
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe present study investigated how men changed by becoming fathers and what kinds of factors were related to their changes. The participants in this questionnaire survey were 224 fathers whose oldest children were preschoolers. The findings were as follows: 1) The development brought by becoming a father consisted of several components such as "affection for the family," "responsibility and calmness," "expansion of perspectives," "perspective on the past and future," and "loss of freedom." 2) These, except "loss of freedom," were promoted by having interest in child rearing and talking about the child with their wives or friends, while direct involvement with children such as playing or taking a bath with them promoted only "affection for the family." 3) Fathers' involvement in child care was associated not only with individual factors but also with family ones such as marital relations and father-child relations.View full abstractDownload PDF (1419K)
- |<
- <
- 1
- >
- >|