The Japanese Journal of Developmental Psychology

Content Analysis of Japanese and British Textbooks : Family Structure and Communication Style.

Rieko Tomo

Article type: Article
1995 Volume 6 Issue 1 Pages 1-16
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.1

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Content analysis of family scenes, illustrated in elementary school texts from Japan and England, revealed aspects of family structure, socialization and communication within each society. The main results of the analyses were as follows. First, although a greater percentage of males were represented in Japanese family scenes, fathers appeared in fewer Japanese textbook scenes than in British textbook scenes. Second, compared with British textbooks, the mean number of family members was smaller in Japanese textbook scenes, and an "only child" appeared more often in Japanese texts. Next, Japanese parent-child informative communication was presented in a uni-directional (parent-to-children) manner, while in British texts it had a bi-directional style. Finally, while Japanese textbooks mainly showed informative grandparent-child communication with a bi-directional style, British scenes revealed more one-way (grandparent-to-children) communication.

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Children's Understanding of Quantification Expressions : Concerning Universal Quantification Expressions.

Chika Sumiyoshi

Article type: Article
1995 Volume 6 Issue 1 Pages 17-29
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.17

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Western research has shown that young children interpret universal quantification expressions differently than do adults. Experiment 1 examined whether this tendency applies to Japanese preschool-age children by setting some different constructions and situations to be quantified. Although negational responses were infrequent here, children tend to refer to irrelevant situational elements as in previous research. In additon children sometimes gave answers as if they were responding to which-questions. Experiment 2 investigated the demonstrative replies of 3-6 year-olds, using different situations for quantification and constructions containing universal quantification expressions. Here, younger children's (ages 3 and 4) demonstrative replies depended on questions' construction and the quantified situations, but 5 year-olds seldom showed this response pattern. Children's understanding of sentences containing universal quantification expressions seems to be influenced by the type of construction and quantified situations.

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The Development of Typicality and Context Effects in the Concept of "Turning".

Masayuki Watanabe, Rine Yoshimura

Article type: Article
1995 Volume 6 Issue 1 Pages 30-40
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.30

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This study examined the development of typicality in children's conceptualization of turning behavior ("magaru"). In Experiment 1, 1st and 5th graders and university students completed the drawing task and the comparative judgment one. They also were asked to make an actual turn while blindfolded, and the results revealed that the typical turn is usually of 90 degrees. In addition, standards for typicality judgments became more stable and diverse with age. Experiment 2 studied contextual effects, using various patterns of four-roads junctions as stimuli. A new task was added to the 3 tasks from Experiment 1, and asked participants to select one road as typical of turning. The typical patterns chosen and the degree of typicality varied according to stimulus (i,e. contextual) characteristics. The results are relevant to research on both spatial cognition and categorization.

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Self-Other Relationships and Identity in Late Adolescence.

Toshiko Kaneko

Article type: Article
1995 Volume 6 Issue 1 Pages 41-47
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.41

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This study concerned the connection between self-other relations and adolescent identity formation, from the point of view of Erikson's theory. First, 72 university students answered a ten item sentence completion questionnaire. Based on analysis of these data, a second questionnaire form was devised, with 32 sentences about self-other relationships. One hundred university students filled out this form, and factor analysis was conducted on their ratings. Seventeen items loaded on three factors : Individuality, Conformity, and Distancing. In addition, 47 university students and 43 technical college students completed a 17 item Self-Other Relationships Scale, a ten item Identity Diffusion Scale (Nakanishi & Sakata, 1982), and an 82 item Identity Measurement Scale (Endo et al., 1981). The results for 63 subjects (41 males and 22 females) showed that Conformity and Distancing were related to one's sense of "Who am I?" and feelings of identity diffusion. Individuality scores related to self-confidence measures.

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Dynamic Systems of Young Children's Behaviors Organized in the Process of Emotion-regulation.

Osamu Suda

Article type: Article
1995 Volume 6 Issue 1 Pages 48-57
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.48

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A systems approach proposes the view that emotions organize behavior to generate a new phase of child-other interaction. Based on this view, observation and micro-analyses were conducted to describe the regulation processes of seven children (ages 4 and 5) in the frustlation-arousing condition. The study analyzed the differences between child behaviors toward mothers vs. the unfamiliar experimenter. Dual-scaling analysis revealed structural patterns where a wide variety of children's aggressive or unpleasant behaviors directed at their mothers, shifted toward inhibition, while a few kinds of seif-directed behaviors increased in the presence of the unfamiliar person. This study also analyzed the micro-level structure of mother-child confrontation. In addition to these descriptive findings, this paper also explored issues concerning small sample methodology.

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The Development of Children's Reading of Story Books : A Longitudinal Study of Relations Between the Acquisiton of Kana-Letters and Book Reading.

Kiyomi Akita, Takashi Muto, Makiko Fujioka, Katsuo Yasumi

Article type: Article
1995 Volume 6 Issue 1 Pages 58-68
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.58

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This study examined developmental processes in the book reading activities of 129 children. Three-, 4, and 5 year old children were asked to read a picture book and 46 kana cards aloud. Three testing sessions took place over a one-year period. Changes in children's reading were analyzed in relation to their acquisition of letters, and the results were as follows. (1) Children who had acquired about half of the 46 letters began to change from describing pictures to reading letters from the book. Their way of reading was affected by their acquisition of letters. (2) Even children who mastered all 46 letters made mistakes such as starting to read backwards from the ends of lines. This suggested that children who acquired letters did not necessarily understand conventional rules about books. (3) Children pointed their fingers at letters from an early age, but this behavior disappeared gradually. (4) Children who read in units of syllables understood more than those who read one letter at a time.

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[title in Japanese]

[in Japanese]

Article type: Article
1995 Volume 6 Issue 1 Pages 69-70
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.69

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[title in Japanese]

[in Japanese]

Article type: Article
1995 Volume 6 Issue 1 Pages 70-72
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.70

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[title in Japanese]

[in Japanese]

Article type: Article
1995 Volume 6 Issue 1 Pages 72-74
Published: July 15, 1995
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.6.72

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