The Japanese Journal of Developmental Psychology

Effects of Conceptual and Labeling Levels on Children's Categorization.

Takeshi SUGIMURA

Article type: Article
1991 Volume 2 Issue 1 Pages 1-8
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.1

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To examine interactive effects of conceptual and labeling levels on categorization as a function of age, kindergartners, 2nd, and 4th graders were required to judge whether two instances (drawings) in each pair of food or animals belonged to the same group or not. Three conceptual levels of pairs were provided : lower of basic (banana 1-banana 2), middle (banana 1-apple), and higher (bnana 1-cabbage) pairs. After the one instance in each pair (banana 1) was labeled as lower or basic ("banana"), middle ("fruit"), or higher ("food") levels by the experimenter, the subjects were asked to the same question. Thus three conceptual levels ran across three labeling levels. Children's categorization assessed by "same" judgements was facilitated when the pairs with higher conceptual level were labeled by the higher level, whereas it was inhibited when the pairs with middle conceptual level were labeled by the lower level. These facilitating and inhibiting effects increased with age. The findings were discussed by activation of categorical knowledge, limitation of knowledge domain, and equivalence and difference of two instances.

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Generality of Knowledge Transferred to an Everyday Analogical Task by Preschool and Elementary School Children.

Masamichi Yuzawa, Akihiko Kariyazono, Izumi Maehara

Article type: Article
1991 Volume 2 Issue 1 Pages 9-16
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.9

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The present study investigated how general the knowledge is which preschool and elementary school children can transfer to an everyday analogical task. 86 preschoolers and 86 third graders were assigned to experimental or control conditions. Children of experimental conditions were given one of four stories. The four stories were analogy 1 : "A child helped mother lay the table and was given a reward," analogy 2 : "A child helped mother clean the room and was given a reward," analogy 3 : "A chrld patted mother's shoulder and was grven a reward," and analogy 4 : "A child mastered an iron bar and was given a reward." Children of the control condition was not given any story. Then all the children were asked what they would do when they wanted an icecream and mother was clearing the table. Preschoolers given analogies 1 and 2 and third graders given analogies 1, 2, and 3 answered that they would help mother and they did so often spontaneously. The results implied even preschoolers can transfer fairly general knowledge and third graders more general knowledge.

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The Relationshop between Lanfuage and Play in Down Syndrome Childrem.

Tamiko Ogura, Notari Angela, Fewell Rebecca

Article type: Article
1991 Volume 2 Issue 1 Pages 17-24
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.17

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The purpose of this study is to verify 'local homology model' in the relationship between play and language of Down syndrome children. Eighteen American Down syndrome children (mean CA 34.2 months, range 16-54 months) were observed in 25 minutes' play with mother, uslng toys including "junk" materials and picture books. Degree of symbolization in playing was found to be related differently to expressive or receptive language measures when controlling for CA. In the measures of sequental conplexity of 12 subjects who engaged in sequential play, strong association was found between maximum number of symbols contained in sequential play and the longest utterance of content words. These results suggested partly that local homology model obtained in the relationship between play and language in Down syndrome children. Though specific correspondences of play levels and stages of language which McCune-Nicolich (1981) hypothesized were found for only two of five levels : level 2 and level 5. Language was generally delayed in comparison to play level in Down syndrome children.

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Representation Forming in Kusyo Behaviour.

Shiho Murakami

Article type: Article
1991 Volume 2 Issue 1 Pages 25-31
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.25

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This study aimed to clarify the relations between Kusyo behaviour and Kanji representations. In Experimet 1, 100 subjects (from school children to adults ; 5 age stages) engaged in the Kanji grapheme integration tasks which included 2 levels of difficulty. Results showed that the easy tasks were solved by only operating Kanji representations, indicating that motor imagery of writing was being internalized. In Experiment 2, subjects (same age stages) were presented the integration task which was free from the maintenance of the given graphemes. Kusyo behavior appeard less frequently among elementaly schoolers. In Experiment 3, subjects were required to recollect Kanjis which had a specific grapheme. The older subjects often used Kusyo to recollect the Kanjis especialy when their meanings did not inculde that of the grapheme. From these results, it was concluded that Kusyo was independent from the representations and to have its own functional roles.

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A Case Study of a Profoundly Retarded Child : Head Raising and Posture Maintaining.

Tsukasa Endoh

Article type: Article
1991 Volume 2 Issue 1 Pages 32-40
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.32

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This is a longitudinal case study of one profoundly retarded girl. I educated her for 12 months since she was 11 years old. Her head raising activity and posture maintaining were observed. She raised her head on various situations based on her auditory and tactual perception. When she first tried to raise her head, she fell down backward. But later, she raised it upright. She would support her body on the surface of a desk or on the ground using her elbows and feet to maintain her upright posture. She maintained her posture utilizing information about the outside world through auditory and tactual sensory systems. It was shown that understanding the relations between posture and the outside world is essential when we educate profoundly handicapped children.

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 41-42
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.41

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 42-44
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.42

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 44-46
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.44

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 46-47
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.46

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 48-49
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.48

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 49-51
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.49

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 51-52
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.51

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[title in Japanese]

[in Japanese]

Article type: Article
1991 Volume 2 Issue 1 Pages 52-54
Published: September 20, 1991
Released on J-STAGE: July 13, 2017

DOIhttps://doi.org/10.11201/jjdp.2.52

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