The purpose of this study was to investigate the relationship among mothers' beliefs about teaching and control strategies, mothers' behaviors towards preschool-age chiidren, and children's representational thinking. Chinese preschoolers (5 to 6-year-olds) and their mothers were the subjects. Three kinds of tests were administered to children : (a) Bruner's 2 dimension order's arrangement tasks ; (b) number conservation tasks : and (c) four subtests of the WPPSI, i.e., block design, picture completion, comprehension, and similarities. Mothers' beliefs were assessed by interviews, and mothers' behaviors by a questionnaire. The results were as follows : (1) significant correlations were found between the mothers' beliefs about ihductive control strategies and the mothers' non-distancing behaviors. (2) The mother's beliefs concerning inductive control strategies, but not those concerning indirect teaching strategies, were positively related to the children's cognitive performances. (3) The performances in Bruner's tasks were positively related to the mother's distancing behaviors and negatively related to the mother's non-distancing behaviors. These findings suggest that mothers' beliefs are useful in predicting mothers' behaviors towards children, and children's representational thinking.

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The main purpose of this study is to construct a scale for self-acceptance, and to examine the process of developmental changes in adolescent's self-acceptance comparing between males and females, by using this scale. According to the analysis of self-reports by 129 senior high-school students, the self-acceptance scale was made up. This scale is composed of two dimensions : one is evaluative dimension' good-bad', and the other is affective one 'like-dislike', each dimension includes five domains ; way of life, personality, family, school, and body-ability. There are six items in each domain. The scale was given to the subjects in the form of a sentence-completion test. By invastigating 589 adolescents, it is clarified that this scale has full reliability and validity. And from the results of YG, test for 398 adolescents, self-acceptance is found to be classified into four types. According to a research of self-acceptance scale involving 1324 adolescents, it was made clear that the self-acceptance's score of the male decreased uniformly ; while the score of the female remained unchanged, with the domains of 'family' distancing itself from the other domains.

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Forty eight fifth graders were assigned to four groups based on a 2 (high-low aptitude) x 2 (high-low metacognitive knowledge) design. Two types of problem were used ; one included extraneous information and the other did not. Work seet and Stimulated-recall interview were used to assess the process of problem solving which had five sub-stages ; prediction of result, problem comprehension, planning, executing, and evaluation of result. The main findings were as follows ; (1) Metacognitive knowledge influenced both work seet and stimulated-recall interview of problem solving process. (2) High aptitude children obtained higher scores than low aptitude ones in problem comprehension, planning, executing stages. (3) Children of high metacognitive knowledge didn't access extraneous information in the execuitng stage.

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Interest in carrer development of the professionals from a life-span perspective is on the increase. This study examined the growth of teachers' practical knowledge, focusing on their cognitive processes in an instruction situation. Five experienced and five novice teachers were asked to watch a video-tape of a teaching session and to comment on whatever topics that come to the mind (i.e.think-aloud method). Examining the protocols of these teachers, one common feature and four differences were found : (1) Both the novice and the experienced teachers attended to and commented on the instructor's questionings to the students. (2) Expert teachers were able to identify more cues from the viewing than the novice teachers. (3) Expert teachers not only commented on their impressions about the cues, but also made more inferences promptly. (4) The contents of inferences were concerned with the students' comprehension, with the adequacy of response to the students, and with the perspectives of the development of the instruction session. (5) The expert teachers evaluated students' speeches not only in terms of the correctness of the contents, but also the adequacy and relevancy in relation to the other previous speeches and behaviors during the lesson. These results suggest that experts teachers were able to make use of their practical knowledge more flexibly, according to situation.

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This study was designed to examine cognitive rigidity in normally healthy elderly adults, aged 63 to 92, from the viewpoint of self-regulation. The tasks in Experiment I were to classify various blocks according to one dimention first, then a different dimention. The results were as follows. 1) Subjects often rigidily continued to classify blocks with the same category. 2) The rigidity was attributed to two kinds of difficulties. One was a difficulty in the formation of intentions. The other was a difficulty in translating intentions into corresponding actions. Experiment II was designed to examine the difficulty of translating intentions into actions. The results were as follows : If the requested actions conflicted with other environmental stimulation and impaired perceptual harmony, the translation of intention into action was easily interfered with.

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A9-year-old nonspeaking child with mental retardation was taught an artificial language using graphic symbols. In teaching this language. symbols were drawn upon plastic plates of different colors (white for NP and yellow for VP) to explicitly differentiate the syntactic structure. After the baseline assessment of the use of 27 familiar agent-object-action sentences, two experiments were conducted to investigate (1) the role of plate colors in the learning of word order, and (2) the generalization of the acquired combinatorial use of words. In Experiment I, all plates were colored in blue to make color cueing for NP and VP ineffective. The results indicated that in the production of the familiar sentences the word order of NP-VP was maintained, while that of agent-object showed inconsistency. In Experiment II, following the learning of 9 additional new words (3 agents, 3 objects, and 3 actions), the subject was required to use them in agent-object-action sentences. The results indicated that generalized combinatorial use was limited to two-word components in most cases both in production and in comprehension. These findings were discussed with respect to language learnability.

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