The Japanese Journal of Developmental Psychology
Online ISSN : 2187-9346
Print ISSN : 0915-9029
Volume 5, Issue 2
Displaying 1-7 of 7 articles from this issue
  • Noboru Takahashi, Tsukiko Sugioka
    Article type: Article
    1994 Volume 5 Issue 2 Pages 111-122
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    To investigate young children's story comprehension, two experiments were conducted using two simple animated stories. Both stories were about the same length, but they had different structures, i.e., similar episodes were repeated for one story but not for the other. In Experiment I, just after watching the animation, children ages two to four were asked to recall the stories. The story with similar episodes was recalled at a higher rate among three-and four-year olds, but the two-year olds' recall rate was low for both stories. They made many errors mainly because they reconstructed the story during recall according to their past experiences. In Experiment II, children ages two to five recalled the stories, and the accuracy of their use of causal relationships was analyzed. Two-year old children's recall was not accurate for either story, and the recall of three-and four-year old children was accurate only for the story which repeated similar episodes. Only five-year old children's recall was accurate in its use of causal relationships for both stories.
    Download PDF (1241K)
  • Tatsuo Ujiie, Yuko Takahama
    Article type: Article
    1994 Volume 5 Issue 2 Pages 123-136
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    Processes of transition to motherhood were analyzed in a two-year longitudinal survey. Three mothers who had experienced crisis following the birth of their babies participated. Their difficulties were accentuated by a vicious circle by which they selectively focused on the negative aspects of events. When mothers were able to focus on happie revents, positive and reward-producing transactions were observed and their problems gradually diminished. The opportunities for such changes and processes were unique for each mother, but there were also some common features. Opprtunities for change hung on events out of their control, and the outcomes of these events were unexpected and rewarding for them. Mothers had been in tightly blocked situations, but the more they attended to happier events, the better their situations became. This was because the vicious circles were broken and replaced through transactional processes with positive circles. Moreover, the mothers attained more receptive attitudes toward their babies and more openness and intimacy to their husbands. These results were discussed as examples of adult development.
    Download PDF (1531K)
  • Kiyomi Kuramochi
    Article type: Article
    1994 Volume 5 Issue 2 Pages 137-144
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    This study concerned peer group entry 28 behavior during two stages : play group participation, and play group integration. Thirty-four preschool children took part in free play interactions, in triads composed of good friends. Analyses focused on videotaped behavior from the first and second halves of play sequences, as one child from each triad ("newcomer") entered into play interacrons with the other two ("hosts"). In the first half only, hosts were more likely to give information than newcomers ; newcomers were more likely to receive information than hosts. In addition, hosts gave more information in the first than second half, while newcomers received more information in the first half than the second. These and other findings suggest that the study of integration into the play group may reveal behavioral factors related to successful peer group entry.
    Download PDF (832K)
  • Tomoko Sugimura, Akiko Harano, Fumi Yoshimoto, Takako Kitagawa
    Article type: Article
    1994 Volume 5 Issue 2 Pages 145-153
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    This research focused on the reasoning of young children concerning imaginary. Four and five year olds answered questions about three well known figures : Santa Claus, ghosts, and a Japanese cartoon character named "AnpanMan". Children first responded to behavioral-sensory questions (e.g. "Have you ever seen Santa Claus?", "Can you see Santa Claus?"). Then they gave the reasoning behind their judgements. The two main findings were as follows. First, most children believed in the actual existence of the three imaginary objects. However, while four year olds judged the existence of imaginary objects based on real experiences, five year olds used imaginative reasoning to explain their beliefs.
    Download PDF (1025K)
  • Keiko Ejiri
    Article type: Article
    1994 Volume 5 Issue 2 Pages 154-164
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    This study examined the development of children's imaginative drawings and the effects of instruction on drawings. The children's task was to draw "X," a person or house which did not actually exist. Experiment 1, participants were three groups of children (five year old preschoolers, 3rd graders, and 5th graders, N=135). The children took part under one of three conditions : (1) Hint group-given an exmple of "X" with verbal instruction ; (2) Model group-given a picture of an example of "X" and verbal instruction ; or (3) Control group-no instruction. They received instruction before starting to draw. The main results were as follows. The Hint and Model groups produced more sophisticated pictures than did the Control group. In the treatment groups, even preschoolers were able to use higher level strategies in which various conceptual categories were combined (e.g. combining a human being and an animal). Experiment 2 clarified whether the effects of instruction could be maintained over time. Thirty-seven preschoolers performed the task three times : before instruction, immediately after instruction, and one week after. The groups which were given instruction performed better than Control group. These results suggest that instruction is highly effective in enhancing imaginative drawing.
    Download PDF (1021K)
  • [in Japanese]
    Article type: Article
    1994 Volume 5 Issue 2 Pages 165-166
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    Download PDF (313K)
  • [in Japanese]
    Article type: Article
    1994 Volume 5 Issue 2 Pages 167-168
    Published: December 15, 1994
    Released on J-STAGE: July 20, 2017
    JOURNAL FREE ACCESS
    Download PDF (314K)
feedback
Top