The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 13, Issue 3
Displaying 1-11 of 11 articles from this issue
  • Eiji Murakami, Yoshikazu Tomiyasu, Sei Ogino, [in Japanese], [in Japan ...
    1965 Volume 13 Issue 3 Pages 129-140,187
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purposes of this study are, first, to clarify the teachers'teaching patterns and pupils'behaviors in the classes for the mentally retarded, and secondly, to evaluate the effects of such patterns of teaching, not at the ideational level, but at the more concreate and practical level.
    Two classes for the mentally retarded in two secondary schools, which had already been verified in our previous research as having different typical patterns, were chosen as our samples for the following case study.
    In the present study, we attempted to observe and evaluate the classes under two kinds of conditions. One is to clarify the teaching pattern shown by each teacher and the pupils'behavior in the regular class-room situation, and the other is to analyze the pupils'behavior changes in the experimentally constructed situations where the temporary leaders, taking the place of the regular staffs, are to take their roles as either directive or non-directive type of leadership.
    As our procedure, such a teaching situation was filmed and recorded at the first step.Then some raters were instructed to rate the teacher-pupil interaction, teacher's personality, class-room atmosphere and pupils'behavior using seven point scales.
    The main results were as follows:
    1) In the two classes, different characteristics were respectively marked in the teacher's activity for the pupils in the practical class-room situation. This is assumed to be identified with the findings in our previous study just one year before.
    2) Pupils' behavior in the experimental situation seemed to be considerably influenced by the types of the teaching pattern in the regular class-room situation.The pupils who were regularly educated under the more emancipatory teaching pattern, behaved more freely under the two types of leadership by the temporary leaders.The other pupils under the more copulsory teaching pattern, on the other hand, showed remarkably the constrictive and timid attitude, not only under the directive type of leadership, but also under, the non-directive type in the experimental situation.
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  • Hiroshi Enome
    1965 Volume 13 Issue 3 Pages 141-145,188
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of the present study was to test the hypothesis that isolates with low sociometric status would reveal more indications of anxiety than would leaders with the high sociometric status.
    A sociometric test consisting of following three criteria,‘grouping’,‘play’ and ‘study’ was administered to 626 sixth graders out of 15 classes to select the following three groups of subjects: ‘rejectees’,‘neglectees’ and ‘leaders’.The general anxiety test and the Rorschach test were then given to all the subjects.
    The findings are as follows:
    The results of the general anxiety test standardized by TAKEN revealed that both rejectees and neglectees were more anxious than leaders.There was a statistically significant difference in the tendency for loneliness between rejectees and leaders. Likewise, there were significant differences in the anxiety tendency for learning and in the total anxiety tendency between neglectees and leaders.
    The anxiety index by R. M. Eichler and one by S.B.Sarason and F.N.Cox were adopted as the anxiety indices in terms of the Rorschach test.It was shown that rejectees and neglectees were more anxious in their responses with these indices than leaders.
    The higher degree of anxiety by isolates was interpreted to show dissatisfaction of need for belongingness to the group, on the basis of the interwoven effects of their personality characteristics reflected on their responses to the Rorschach test and the environmental condition in which they were pressed and rejected by their peers.
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  • Yasuko Ito, Gyioo Hatano
    1965 Volume 13 Issue 3 Pages 146-153,188
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Three empirical findings concerning the responses of the intermediate stage of number conservation are to be presented and discussed from the view-point of the change of dominance between perceptual and numerical-inferential cues.
    (A) Responses on conservation tasks given to Ss of our previous experimental education of number conception were examined for i) consis tency of conservation responses to various sub-items, ii) reliability of conservation responses with a2-week interval.Four out of 8 conservation sub-items given were as follows: After S recognized the equivalence of two collections, E transformed one of them into the prescribed configurations and asked S,“Now, which is more?” Other 4 sub-items concerend the invariance of the quantity of a set beforeand after transformations.
    The results showed: i) The number of elements in a set or the type of transformations had little effect on the difficulty of items, though the conservation tasks without a standard stimulus (a nontransformed collection) were the more difficult. About 80-85% of 109 5-and 6-year-old childrenmade internally consistent responses, i.e., conservation or nonconservation response to all of the4items. ii) About 70% of 50 children made 4 consistent conservation or non-conservation responses in both of the tests, administered at a two-week interval, and more than 90%, fell in the same category if the distinction was made between 4-conservationrespondents and others.
    (B) An experiment was carried out to examine the effect of suggestion or counter-suggestion upon responses at conservation tasks.i) Nine 5-yearold children, who had been non-conservers in the ordinary conservation situation, were given suggestions to use numerical rather than perceptual cues. For three of then, the mode of response changed completely and made conservation responses at the test one-week later.Further 2 of them showed a little fluctuation to suggestions but finally settled down at the non-conservation stage.The other 4 children showed no sign of change in the positive direction. ii) On the contrary, [8 5-year-old children, who had always made correct responses at number conservation tasks with a standard stimulus, were given counter-suggestions to emphasize perceptual differences generated by the transformation of one collection. Although one of them regressed to the non-coservation stage, the other 7 did not show any instabilities.
    (C) The extinction of principle of number conservation was attempted.This experiment, which copied Smedslund's procedure, was to observe children's responses to the tricky situation in which number (quantity of a collection) did not conserve with. spatial transformations.Five out of 9 5-year-old children, who had acquired conservation spontaneously, and 4 out of 7 children who had learned conservation by one of the two training curricula, resisted the attempt at extinction and often interpreted apparent non-conservation as meaning that one element was added or taken away secretly.The remaining. 7 children easily gave up the concept of conservation after 2 or 3 cheating trials and warranted nonconservation by perceptual reasons.It must be noted that 4 non-extinguished children among conservers-by-training were those who had been given the curriculum inducing number conservation by the imagination of inter-number relations, the 3 extin guised were these who had only been given repeat ed confirmation of invariance of a set by counting.
    Also discussed in detail were the implications of these empirical evidences to process or dynamics. of transition from perceptual-cue-dominance to numerical-inference-cue-dominance as well as appreciated effects of various training procedures.
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  • 1965 Volume 13 Issue 3 Pages 153-
    Published: 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1965 Volume 13 Issue 3 Pages 153a-
    Published: 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • Norihiko Kitao
    1965 Volume 13 Issue 3 Pages 154-160,190
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study was designed to examine the effect of contextual experiences which involved stimulus words (S) in relation to response words (R) on their paired-associate learning.
    In experiment I, 144 Ss, recruited from fifth grade children in junior school, were assigned equally to four experimental conditions. The Ss in group I composed sentences, the Ss in group II read short sentences, the Ss in group II read long sentences, which involved each pair of S and R, and the Ss in group IV (control group) had no contextual experience.Following each contextual experience, Ss learned S-R paired list in five trials.
    The results are summarized as follows: The facilitation effect of contextual experiences were observed in terms of the number of correct responses in paired-associate learning.The effect of composition (group I) was the highest one in all and the effect of reading (group I & II) was next, but the difference in performance between short sentences (group II) and long sentences (group II) was not significant.
    Experiment I was conducted to test whether the effect of reading the sentence is contextual one or not.The Ss, 126 fifth grade children in junior school, divided equally to three groups.The Ss in group I had the same contextual experience as group in Exp.I, the Ss in group II read S and R II separately, the Ss in group II (control group) had no contextual experience, and followed by paired? associate learning.
    The results are summarized as follows: The facilitation effect of composition (group II) was observed in terms of the number of correct responses in paired-associate learning, but the effect of reading S and R separately was not observed.
    In both Exp.I and Exp.II, the IQ of children had an effect on achievement in learning but did not determine the effect of contextual experiences.
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  • Saiichi Igarashi
    1965 Volume 13 Issue 3 Pages 161-165,191
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    In this study I have examined the relationshipbetween the intelligence of the children suffering with ‘sinuitis nasalis chronica’ and also having ‘aprosexia nasalis’ in comparison with the sufferers from the same disease but not having ‘aprosexia nasalis’ and also in comparison with the healthy children.
    On this problem it has hitherto been reported in the medical studies that their intelligence is generally low.
    The result of an investigation of theirs which was made with senior-high pupils to find out whether they had ‘aprosexia nasalis’ shows that the sufferers also having this defect are of low intelligence. From this they imply that the poorness of their intelligence is closely connected rather with aprosexia nasalis than with the disease itself.
    To study the problem subjects were selected by examing written records on the school register of the children's medical examination.There were 121 school children (62 boys and 59 girls) of the fourth, fifth and sixth grades, of whom, for more than two years, except for untreated decayed teeth, 23 boys and 21 girls had not been suffering from any other disorder but, sinuitis nasalis chronica,‘ while, on the same condition, 39 boys and 38 girls had been in excellent health.
    The sufferers were divided into groups those in one had, aprosexia nasalis’ and those in the other had not.The control group of the healthy children were similarly done as to the like symptom of this trouble.Then, from the two viewpoints of the mean, and the ratio of the respective number of children belonging to each grade of intelligence, I have investigated their I.S.S.s on the whole (including boys and girls) and with the distinction between boys and girls.
    The intelligence test used in this 5udy was Tanaka Intelligence Test New B Form II.
    The results are summed up as follows:
    1 Contrary to the reports in the medical studies, the idea that the intelligence of the sufferers who have, aprosexia nasalis is inferior cannot be observed.
    2 It is implied that ‘aprosexia nasalis’ has no bad influence upon the results of the intelligence test.
    And still there remains need of further investigation when the subjects are much larger in number.
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  • Haruo Yanai
    1965 Volume 13 Issue 3 Pages 166-174,192
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The subjects are 276 highschool students including 96 freshmen, 100 sophomores and 80 seniors who want to enter college or university.They rated 20 areas of specialization in the university with 4 category scale on the basis of their interests.
    The data of the rating points in 20 specializations for sophomores and seniors together, and each grade were separatedly factorized by Hotelling's principal analysis.
    The results are as follows:
    (1) Five factors were extracted in the analysis of the data of sophomores and seniors.
    i) Natural Science (N.S.) factor which has high loadings on the Natural Science courses.This factor is considered to be the same as the Science factor (Thurstone) and the Technical factor (Darley) which are extracted in the factor analysis of interest tests.
    ii) Humanities factor (H) which plots highly on the Humanities courses such as history or philosophy.
    iii) Theoretical v.s.Practical.
    iv) Social welfare factor which plots highly on the course of medicine or pharmacy.
    v) Outdoor factor which plots highly on biology and geography.
    (2) Locations of 20 specializations are plotted on the plane with orthogonal axes of N.S.factor axis and H.factor axis.In this plane 16 specializations, excluding courses of medicine, pharmacy, agriculture and art, are clustered in two groups, each of which consists of eight specializations.They are called N. S.courses and H.courses in this study.
    (3) Differentiation of interest into N.S.courses and H.courses is already found amang freshmen, which is accelerated between sophomores and seniors. So most of the students are capable of making choice between N.S.conrses and H.courses without much trouble by the they face the entrance examination to the university. However, it seems difficult for them to choose only one specific course within N.S.courses and H.courses.
    (4) It appears that most students are interested in the theoretical specializations such as mathematics or physics in their early period of highschool, however they become more interested in humanistic specialization as their age increases.
    (5) It appears students who select N.S.courses decide their courses earlier than those who select H.courses.
    (6) The data of seniors shows mathematics and literature courses locate at the two extremes when 20 specializations are located along one dimension line.From this fact it is concluded that mathematics and literature courses most characterizes N.S.courses and H.courses respectively.
    Further research to investigate the transition from high school stage to university stage by a longitudinal study using the same subjects is needed.
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  • Saiji Ogawa
    1965 Volume 13 Issue 3 Pages 175-179
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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  • 1965 Volume 13 Issue 3 Pages 179-
    Published: 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1965 Volume 13 Issue 3 Pages 187
    Published: September 10, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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