The Japanese Journal of Developmental Psychology

The Acquisition and Generalization of Instructional Verbal Behavior to Other Person for Children with Autism.

Masahiko Inoue

Article type: Article
1998 Volume 9 Issue 3 Pages 179-190
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.179

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Two experiments were conducted on the acquisition and generalization of functional instruction verbal behavior in children with autism. In Experiment 1,2 children were required to instruct the place of a puzzle piece to puzzle player mate when he was troubled by not having enough puzzle pieces. These children acquired the behavior of giving instructions based on verbal modeling. Their functional verbal behavior was controlled by 2 variables : (1) the trouble situation of puzzle playermate, and (2) their knowledge of how to resolve the trouble. Experiment 2 evaluated the generalization of the instruction-giving behavior revealed in Experiment 1. Here, children acquired functional instruction behavior and generalized it to other persons and situations. In addition, it seemed to be important for the children to receive visual and verbal feedback, i.e. anticipative stimuli and consequences, in order to discriminate complex social stimuli. The results suggested the conditions necessary to establish functional and generalized instruction behavior, interms of discrimination of complex socialstimuli and social reinforcement.

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A Developmental Analysis of the Negotiation Process between Elementary School Children Who Have Differing Opinions.

Mihoko Kuramori, Noboru Takahashi

Article type: Article
1998 Volume 9 Issue 3 Pages 191-200
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.191

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The present study investigated grade level differences in how elementary school children express their opinions and reach consensus in moral judgment discussions with peers. Each of 11 pairs of the 1st, 3rd, and 5th grade children, with differing opinions on a moral dilemma problem, participated in a consensus-seeking discussion. The results showed that the 1st grade children made fewer statements with reasons than did 3rd or 5th graders, and the developmental level of their reasons was low. These younger children tended to reach consensus before both chlldren had justified their opinions. In contrast, both partners in the 3rd and 5th grader pairs gave their reasons first, and the developmental levels of their reasons were both high and low. These older children tended to reach a conclusion favoring the opinion of the child who gave more new reasons than his/her partner. It therefore appears that the style of consensus-seeking discussion differed qualitatively between 1st and 3rd, 5th graders. The 1st gtade style may be called conclusion before explanation and the 3rd and 5th grade style may be termed explanation before conclusion.

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Processing of the Four Types of Mental Arithmetic in Early and Late Adulthood.

Osamu Ishihara, Yasuyuki Gondo, Katsuharu Nakazato, Yoshiko Shimonaka, ...

Article type: Article
1998 Volume 9 Issue 3 Pages 201-208
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.201

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The purpose of this study was to examine age differences in adults' processing of the four basic types of mental arithmetic. The influence of aging on such processing was also examined. Participants were 18 undergraduate college students and 18 elderly adults. The same pairs of single digits were used as stimuli in problems for the four different types of arithmetic. The results were as follows : (1) For both non-tie and tie problems, the elderly had slower reaction times under all conditions than did the students. (2) Among students, reaction times did not vary significantly among the four conditions, and an effect for problem size was obtained for the addition and multiplication conditions. (3) For the elderly, reaction times varied among the four conditions and according to problem size. Large problems required longer reaction times for these participants than the small problems for addition, subtraction and multiplication problems but not for division. It was notable that the four types of mental arithmetic all seem to be executed using the same process by young adults. Finally, the slowing effect of aging was inconsistent, and depended on the type of arithmetic.

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Peer Interactions and Seating Preferences at Japanese Preschool Meal Times.

Noriko Toyama

Article type: Article
1998 Volume 9 Issue 3 Pages 209-220
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.209

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This study observed 2- and 4-year-olds during school lunchtime, and examined their seating preferences. Four-year-olds were more likely to express a favored seating position than were 2-year-olds. Both age groups preferred-side-by-side or right-angled orientations over face-to-face seating. Among the younger children, freqnency of peer interaction was associated with seating arrangement. These children were more likely to interact with peers when seated side-by-side or at right angles than when face-to-face. The 2-year-olds were also more likely to initiate interaction through touching or joint attention. This behavior was more freqnently observe in side-by-side or right-angled orientations than face-to-face. It is apparent that younger children's seating preferences are related to their social interactions.

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How do Preschoolers Describe Their Daily Lives? : The Formation of Generalized Event Representation and the Variability of Daily Life Activities.

Haruyo Fujisaki

Article type: Article
1998 Volume 9 Issue 3 Pages 221-231
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.221

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4-and5-year old kindergarteners and day nursery children were interviewed about daily life activities, to examine their formation of Generalized Event Representations (GER). All children were asked "What do you usually do in the kindergarten (or the day nursery) from arrival until departure time?" ; kindergarteners were also asked "What have you done today?" or "What do you usually do on Tuesdays?". Children formed GER by describing events in the present tense without reference to the subject. The kindergarteners gave fewer such descriptions than did the day nursery children, probably because they had fewer routine activities. Three possible types of variability in GERS were also examined : (1) episodic memorization of each activity, (2) variability representation as a changing slot of GER, and (3) conditional formation of GER.

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Rhythmic Behavior and the Onset of Canonical Babbling in Early Infancy.

Keiko Ejiri

Article type: Article
1998 Volume 9 Issue 3 Pages 232-241
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.232

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Several studies have suggested that the onset of canonical babbling (CB) coincides with the peak period of rhyihmic actions in early infancy. To examine this developmental phenomenon, rhythmic actions of 5 normal infants were analyzed, as observed between ages 6 to 11 months. The results showed that infants frequently exhibit rhythmic behavior around the onset of CB. Although rhythmic behavior which produce no sounds (e.g., shaking one's arm verticality without purpose) decreased after the onset of CB, behavior that produced sounds (e.g., rapping on the table, shaking a rattle, etc.) actually increased. In addition, co-occurrence between vocalizations and rhyihmic actions was particularly notable when infants produce rhyihmic actions without sounds. It is possible that, since these infants' behaviors are unintentionally, co-occurrence may occur because infants lack a mature control system for coordinated vocal behavior and hand motor actions.

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[title in Japanese]

[in Japanese]

Article type: Article
1998 Volume 9 Issue 3 Pages 242-243
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.242

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[title in Japanese]

[in Japanese]

Article type: Article
1998 Volume 9 Issue 3 Pages 244-246
Published: December 15, 1998
Released on J-STAGE: July 20, 2017

DOIhttps://doi.org/10.11201/jjdp.9.244

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