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Volume 21 (2010)
- Issue 4 Pages 309-
- Issue 3 Pages 221-
- Issue 2 Pages 125-
- Issue 1 Pages 1-
Volume 21, Issue 2
Displaying 1-8 of 8 articles from this issue
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Mayumi ImaoArticle type: Article
2010 Volume 21 Issue 2 Pages 125-137
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe hypothesis of the present study was that there would be two different types of mourning processes among young and middle-aged adults with chronic illnesses. Specifically, it was predicted that chronic illness would either result in serious emotional torment or be accepted, along with a decline in physical ability with aging. Semi-structured interviews were conducted with six males and five females who had first developed symptoms of chronic kidney disease as adults (ages 39-55 years). Participants were classified into three groups according to the appearance of the mourning process and intensity of emotional torment. In addition to the two predicted types, a third type was characterized by mild denial. The existence of severe symptoms, difficulties before illness, and experiences with the illness or death of their own parents or other intimates, all contributed to differences in classification. Further research should focus on patients' experiences with sickness or death involving intimates, as an important influence on their experience with chronic illness.View full abstractDownload PDF (1767K) -
Xiaoling Shi, Emiko KatsuradaArticle type: Article
2010 Volume 21 Issue 2 Pages 138-146
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSMaternal self-construal was regarded as a cognitive variable that influences distress, according to Lazarus and Folkman's (1984) stress model. Mothers of 2-6 year-old children (N=272) completed a questionnaire. A regression analysis indicated that independent self-construal related negatively and their interdependent self-construal positively to distress, controlling for perceived social support. However, mothers' independent/interdependent self-construal was not related to their perceived social support. These results suggest the need for a new approach to alter mothers' self-construal to reduce their distress.View full abstractDownload PDF (1348K) -
Yu Sato, Mio SakuraiArticle type: Article
2010 Volume 21 Issue 2 Pages 147-157
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe goals of this research were to reveal the inner self (inner world) and to clarify the self-concept acquisition process, based on an analysis of 311 episode segments from the autobiography of an individual with a pervasive developmental disorder. The episodes were analyzed using the KJ (Kawakita Jiro) method. The results indicated that participants' nature of self was essentially similar to the self-awareness structure of average adolescents. However, difficulties specific to developmental disorder also became apparent, e.g., vulnerable sense of self and difficulty with self-cognition in interpersonal relationships. As a result, a crisis in loss of self was frequently experienced. These data suggest the possibility that the difficulties themselves functioned as a strategy to solve crises.View full abstractDownload PDF (1649K) -
Takahisa Mukai, Shunichi MarunoArticle type: Article
2010 Volume 21 Issue 2 Pages 158-168
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThis study examined the validity and effectiveness of an alternative view of conceptual understanding. From this viewpoint, in contrast with the traditional view, concepts come into existence only when the concept and the contextual situation are constructed in an integrated and mutually consistent manner. An experiment was conducted with children in elementary school grades 2-6, to determine whether different concepts about the origin of psychological traits arise according to task conditions (a "switched-at-birth" task and "foster child choice" task). The results showed that for the foster child choice task (unlike the switched-at-birth task) most of the lower and upper elementary school children considered both nature and nurture as the origin of traits. The tentative conclusion based on these data was that conceptual understanding of the origin of traits was constructed temporarily and changed constantly in a manner consistent with the context. Further discussion concerned the efficacy of this new view of conceptual change, i.e., that concept and context are constructed in an interdependent and mutually consistent manner.View full abstractDownload PDF (1799K) -
Minoru WatanabeArticle type: Article
2010 Volume 21 Issue 2 Pages 169-181
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThe mental ages of 51 mentally disabled children were measured using the Goodenough Draw-a-Man intelligence test. The children's writing and written language acquisition skills were also evaluated, and classified into one of eight skill levels. Analyses showed that participants could trace Japanese kana characters at about MA 4:0. After MA 4:6, participants could copy kana characters by eye, and some could write words made of kana characters on their own. Some with higher chronological ages could write simple sentences. From MA 4:6 to 5:6, children could write sentences with subjects and predicates. Beyond MA 5:6, participants could express their own ideas in writing without syntactic mistakes. After MA 6:6, children could write long sentences. However, some of these children were limited to writing sentences of fixed patterns. Based on these age-related trends, it appears that learning in mentally disabled children progresses when characters in words and sentences are recognized as meaningful, and that there is a strong link between acquisition of characters and written language.View full abstractDownload PDF (2281K) -
Yasumasa KosakaArticle type: Article
2010 Volume 21 Issue 2 Pages 182-191
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSUniversity students (N=212) responded to 40 questions regarding the effects of romantic relationships, 18 questions about their degree of ego identity formation, and 18 questions about their lovers' degree of ego identity formation. Results of an Analysis of Variance indicated that the degree of ego identity formation was related to "restrictions of time," while degree of ego identity formation in their lovers was related to "self-expansion," "fulfillment," and "limitations of communication with others."View full abstractDownload PDF (1287K) -
Ai Nakagawa, Kyoko Imai-MatsumuraArticle type: Article
2010 Volume 21 Issue 2 Pages 192-199
Published: June 20, 2010
Released on J-STAGE: October 28, 2017
JOURNAL FREE ACCESSThis study compared the infant-directed behavior and speech of female university students who were experienced (n=16) vs. inexperienced (n=14) with babies. Speech and physical behavior directed at a four month-old baby and at an adult were recorded and analyzed. Experienced students displayed a larger variety of infant-directed behavior, and were better able to keep the infant from fussing, compared with inexperienced students. The experienced students also used a larger variety of words that are commonly used by mothers, e.g., imitating the baby's voice and talking for the baby. In addition, infant-directed speech was characterized by significantly higher frequency sounds and was slower, compared to adult-directed speech. These results suggest that students' interactions with babies (behavior, words, and speech) depend on their past experiences.View full abstractDownload PDF (1098K) -
Takayuki IshikawaArticle type: Article
2010 Volume 21 Issue 2 Pages 200-208
Published: June 20, 2010
Released on J-STAGE: July 27, 2017
JOURNAL FREE ACCESSThis study assessed the guilt and school adjustment of 4th-6th grade Japanese children (N=367). Children were asked how they would feel in guilt-inducing incidents, comparing two different situations (interpersonal vs. rule-breaking) and two different behavioral patterns (joining the action vs. taking a bystander attitude). Children reported that they would feel guiltier joining the action than taking a bystander attitude, in both situations. Fourth graders felt more guilt than 6th graders for both behavioral patterns, and females were more likely to feel guilt than male children at all grade levels. There was also a positive correlation between school adjustment and guilt, across all grades and both genders, whereas a correlation between guilt and the sub-scale category of "classmate relations" was found for only sixth graders. These results suggest that children who are prone to feel guilty are likely to be better adjusted to school.View full abstractDownload PDF (1183K)
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