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Volume 25 (2014)
- Issue 4 Pages 343-
- Issue 3 Pages 207-
- Issue 2 Pages 111-
- Issue 1 Pages 1-
Volume 25, Issue 2
Displaying 1-8 of 8 articles from this issue
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Articles
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Masayuki Watanabe, Midori Takamatsu2014 Volume 25 Issue 2 Pages 111-120
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSSpatial perspective taking consists of two processes: (1) imagination of body movement to another vantage point in three-dimensional space, and (2) other cognitive information processing. Most previous research has not separated these processes adequately. Thus, it is not clear when and how imagination of body movement develops. A video game task was devised to evaluate the response time between stimulus presentations and responses from each vantage point and the theoretical response time to rotate a body image to a 180-degree position. A hundred healthy individuals between the ages of 3 to 21 were participants (five age groups of 20 people each). Response times and numbers of correct responses on all nine trials, for each participant of each age group (inclusive of information processing functions other than imagination of body movement), confirmed that developmental change was accelerated between 6- and 13-year old groups. The theoretical response times suggested that imagining of body movements continues to develop until adulthood. These results are important for our understanding of both embodied spatial cognition and executive functions for spatial perspective taking.View full abstractDownload PDF (995K) -
Hideaki Kasuga, Hiroshi Utsunomiya, Tatsuya Sato2014 Volume 25 Issue 2 Pages 121-132
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis study investigated how parental expectations for their college-age children were related to their children's reaction styles, self-inhibition, and life satisfaction. Undergraduate students (N＝367) completed a questionnaire that assessed parental expectations, their feelings about and reactions to these expectations, and students' self-inhibition and life satisfaction. The results indicated that students' reaction styles and life satisfaction differed according to their feelings of parental expectations. Students who thought about parental expectations only in terms of their careers and with regard to being a good child felt more of a burden, whereas students who thought about their parents' high expectations regarding personality, career, and being a good child reacted more positively to the parental expectations. In addition, the personality characteristic of self-inhibition in the latter group appeared to enhance their life satisfaction. These results suggest that not only parental expectations for children's careers, but also children's ways of thinking about their parents' expectations are important for a fuller understanding of the impact of parental expectations.View full abstractDownload PDF (813K) -
Yoko Sakata, Yasuo Kuchinomachi2014 Volume 25 Issue 2 Pages 133-141
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis study examined lifespan developmental changes in abstraction abilities for three visual features of objects. They were shape, texture or color features, which were common to two or eight geometric figures. The findings indicated that abstraction abilities for shapes remained constant across age, but that abstraction of texture and color features varied between the six age groups. Texture and color were visible to the youngest participants (3 year-olds) and to the oldest (75–90 year-olds) age groups, but the 3 year-olds and elderly participants were not aware that the two or eight figures shared the same texture or color. These results support the “first in, last out principle” in the lifespan development of visual cognition.View full abstractDownload PDF (739K) -
Akane Ishikawa2014 Volume 25 Issue 2 Pages 142-150
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSMost research on adolescents' time perspective has focused on their future, yet attitudes and consciousness about the future vary according to one's view of the past. This study investigated differences in consciousness of goals as related to types of adolescents' views of the past. Undergraduate students (N＝314) completed questionnaires that included scales about one's view on the past and goal consciousness. Cluster analysis of index scores on five subscales pertaining to one's view on the past extracted four types of students: “Disconnected” (n＝137), “Conflicted” (n＝78), “Integrated” (n＝70), and “Captive by Past” (n＝29). One way ANOVA revealed significant differences in the scores on two subscales of goal consciousness among the four student groups. “Integrated” students had higher hopes for the future than the other three clusters of students. “Integrated” students also had greater consciousness of having future goals than “Disconnected” and “Captive” students. These data revealed that students who cognitively connected the past, present, and future and were accepting of their own past had higher hopes and goals for the future.View full abstractDownload PDF (680K) -
Megumi Masuda2014 Volume 25 Issue 2 Pages 151-161
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis study investigated young children's ability to express emotions on a verbal task and on two non-verbal tasks (a drawing task and a facial expression-making task). Forty-four young children (4–6 years old) participated individually. The experimenter told a story and asked each child to answer with what kind of emotion (happy, sad, angry, fear or surprise) the protagonist would feel, to draw the protagonist's facial expression on the contour of a human face, and to make the same kind of facial expression as that of the protagonist. The results showed that there was no significant correlation between children's behavior on the verbal task and on the non-verbal expression tasks, and that a significant correlation was found between scores on the two expression tasks in the younger age group (range＝4 ; 5–5 ; 5). This latter finding suggests that non-verbal tasks can measure different aspects of emotions from that measured by the verbal task, and that the drawing task may possibly elucidate young children's ability to expressions emotions facially.View full abstractDownload PDF (884K) -
Shino Kikuchi2014 Volume 25 Issue 2 Pages 162-171
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis study investigated the development of analogical problem solving. Specifically, it examined whether preschoolers could solve a problem by extracting a solution from an analogous story. Children in the younger age group (age range＝4 ; 4–5 ; 4 years) and older age group (age range＝5 ; 4–6 ; 4) were presented with stories about problem-solving and asked to solve a practical problem; the solution to the problem was similar to what was embedded in the analogous stories. Half of the children who were presented with two stories were also asked to describe similarities between the stories, while the other half were not. The results showed that the older children spontaneously solved the problem without needing to compare the stories explicitly. However, the younger children generally could not solve the analogical problem spontaneously. However, the younger children who were asked to compare the two stories were able to solve the problem. These results suggest that children develop the ability to identify common structures between stories and problems at about 5 1/2 years of age, which allows them to solve analogous problems in their own lives.View full abstractDownload PDF (696K) -
Masakuni Tagaki2014 Volume 25 Issue 2 Pages 172-182
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis study examined the ambivalent meanings of acquired disability through a qualitative analysis of the life stories of people with spinal cord injuries. Semi-structured interviews with ten men, each of whom had sustained spinal cord injury for 20 years, revealed that they managed their mobility impairments independently or by using social services, and were often enthusiastic about their job, social activities and family issues. They actively promoted social awareness of disability issues, criticized current disability policies, and often complained of discrimination by public transportation personnel. Some participants were unhesitant about using a wheelchair in public, because they believed this would help raise disability awareness. At the same time some participants were reluctant to participate in social activities, because they felt some how inferior to more socially active peers. Other participants maintained the vision that they would become able-bodied again. These results indicate that a focus on ambivalent meanings of acquired disability is necessary for an understanding of the actual situation of people with disabilities.View full abstractDownload PDF (770K)
Review
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Naoki Yamamoto2014 Volume 25 Issue 2 Pages 183-198
Published: 2014
Released on J-STAGE: June 20, 2016
JOURNAL FREE ACCESSThis paper discusses Esther Thelen's developmental theory from the perspective of motor development, as rooted in George E. Coghill's embryologic research and as developed by Arnold L. Gesell and Myrtle B. McGraw. A comparison of the developmental theories and research of Gesell, McGraw, and Thelen clarifies two theoretical fundamentals and two future subjects of interest regarding motor development. The two fundamentals are that: (i) the entire system's behavior is analyzed in terms of interactions among sub-systems, and (ii) developmental change triggers are specified in relation to the status of the system and sub-systems. Future subjects include: (iii) the concept of intrinsic dynamics, which indicates how a system's intrinsic state affects its development, and (iv) multiple time scales, which indicate that changes of various time scales are nested in development. We verified points (iii) and (iv) based on recent studies that propose future issues for consideration in the study of motor development.View full abstractDownload PDF (1347K)
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