The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 13, Issue 4
Displaying 1-6 of 6 articles from this issue
  • ON GROUP PARTICIPATION, GROUP COHESIVENESS AND GROUP PRODUCTIVITY
    Yasuyoshi Furuhata
    1965 Volume 13 Issue 4 Pages 193-205,252
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of this study is to clarify the differences of the group effect between cooperation and competition from the point of educational sociopsychology. For this purpose three variables (group participation, group cohesiveness and group productivity) were introduced, and hypotheses on the differences of these groups on three variables were examined.
    523 four-member groups (266 cooperation groups, 257 competition groups), consisting of 6th grade children, were used.The subjects were required to accomplish two tasks (puzzle and discussion problem) in cooperative (CO group) or competitive (CM group) situation.The measure of group productivity is the achievement level of the tasks of the group.In both situations the verbal interactions among the members were permitted.After the two tasks were accomplished group participation scale (SPA) and group cohesiveness scale (ATG) were administrated. The group participation scale consisted of three subscales (solidarity, power and affiliation scale). In addition to the group cohesiveness scale, sociometric data were obtained before and after the experiment. All the measures were treated as the measure of group level.
    The main findings are as follows:
    1) CO groups gained higher scores in the all subscales and total score of group participation scale than CM groups.The greatest difference between two groups was found on the power scale
    2) On the group cohesiveness, CO groups had a higher score than CM groups, and the similar tendencies were found in the positive change of sociometric score.Most correlations between the interpersonal attractiveness measured by sociometri test and the measure of group cohesiveness were significant.
    3) The similar differences between these groups were found on the group productivity.CO groups were more productive than CM groups.
    4) To examine the the effect of the group structure which are related to intelligence level of the members, hierarchical groups (A, B, C) and equalitarian groups (D1, D2) were constructed. After the analysis of variance was examined, the differences among these groups on the scores of group participation (solidarity, power and affiliation), group cohesiveness and group productivity were found.Generally, high intelligence groups were superior to low intelligence groups on the scores of all the measures in this study.
    5) It suggested to us the dynamic characteristics
    of CO and CM groups and the need to examine the multiple correlations among the group participation, group cohesiveness and group productivity.
    The findings of this study may present some suggestions to the understanding of the group learning and classroom dynamics in education (social learning).
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  • Misako Miyamoto, Kayoko Kunieda, Masuyo Yamanashi, Hiroshi Azuma
    1965 Volume 13 Issue 4 Pages 206-212,253
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Problem:
    There are different interpretations regarding the child monologue.
    According to the earlier version of Piaget (1926) the general characteristic of monologue is that it does not communicate the thoughts of the speaker to others.It serves to accompany, to reinforce, or to supplement his action.Monologue is simply a sidetracking of the original function of language. According to Piaget, we shall see the gradual disappearance of the monologue, for it is a primitive and infantile function of language. Monologue decreases and turns into socialized speech when the child gets older.
    On the other hand, Vygotsky (1934) believes that the child speech is not ego-centric, but works as the responsiveness to others in the beginning. Then the child monologue begins to function for controlling his behavior and helping his thoughts. It appears during the transition stage when outer words develop into inner words.The child monologue would not decrease but increase when the child is around preschool-age, because he begins to control his behavior by himself.When the child monologue decreases, it is not just because he becomes socialized but because his monologue develops into inner words
    Purpose:
    Suppose that a child met a difficulty in the course of solving a problem.Piagetian theory will predict that there will be little quantitative and. qualitative difference in his monologue since it is. not directly related to thinking activity.Vygotskiart theory, on the other hand, will predict an increase of the frequency of monologues which are oriented. toward to the clarification and the solution of the problem. The present study purports to test these hypotheses.
    Experiment:
    Subjects: One hundred and six children par ticipated the experiment. They were separated into, 53 pairs and each pair worked at the same time on the same table.Only one child of each pair was. subject to recording.Thus the number of subjects. whose responses were recorded was 53. Eighteen of them were four years old, 17 were five years old and 18 were six years old.
    Methods: Each one was to work on two tasks, a picture puzzle and afree drawing, one task at a time. Barriers were introduced in the process of performing the tasks. At a certain stage in the process of performing a picture puzzle, 3 pieces were replaced by irrelevant pieces to make the puzzle insoluble.In the task of a free drawing, the difficulty was introduced by taking away several crayons.used by the child very often. The child had to use other colors in order to finish the drawing.
    Results:
    1.In the process of performing a task, the egocentric language appeared more frequently than the socialized language.The difference was statistically significant.
    2.In the process of performing a task, monologue appeared most frequently at the age of 5 and appeared least at the age of 6.
    3.When the child noticed the barriers, the frequency of monologue increased
    4.When the child noticed the barriers, the quality of monologue changed.After they had noticed the barriers, the frequencies of monologue directed toward the solutions increased while the frequencies of monologue irrelvant with the solution decreased.
    Discussion:
    Our results agree with what Vygotsky would have predicted and the authors conclude that the function of the child monologue is more than a primitive and infantile one which accompany, reinforce or supplement his actions, but it functions as so to formulate the solution of barriers and to control his behavior.
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  • Saiji Ogawa
    1965 Volume 13 Issue 4 Pages 213-219,254
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The author attempted to study the effect of programmed instruction applied to deaf children. He selected arithmetic to begin with, because it is the most logical subject, and most suitable to test the effect of such learning method.
    He chose 26 5th grade pupils of a school of deaf, and he divided them into experimental and control groups.Each group had 13 pupils, 6 male and 7 female. They studied arithmetic 6 hours per week.The control group was taught by traditional method for all 6 hours per week.The experimental group was taught by a program studying 2 hours on paper per week along with other 4 hours by the traditional method.
    These programs used for the experiment were already in use for normal children, so author presumed they were a little too difficult for deaf children.
    Teaching of the experimental and control groups proceeded from May to December, 1964.Both groups were tested twice a month.The author examined the arithmetic achievement of deaf children with these tests.
    In the first period of this teaching, the arithmetic achievement of both groups were almost equal level.(Table1).
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  • Fusako Iijima
    1965 Volume 13 Issue 4 Pages 220-233,255
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of this study is to analyse the child's conception of number from two aspects, one is the magnitude of the number and the other is a set of tasks which are given under different stimulus condition.
    The number1, 2, 3, 4, 5, 6, 8, and10are used. And the tasks used are as follows.
    (1) Comparative judgement of the number of the two aggregates which comprise the different number of elements or the same number of elements.
    (2) Estimation of the number of an aggregate under the different stimulus pattern.
    (3) Division of the aggregate into the smaller ones which comprise the same number of elements.
    (4) Construction of the given number of an aggregate out of elements.
    (5) Taking into account the change in number of an aggregate produced by the addition and subtraction of an element.
    (6) Reproduction of the figures which comprise a regular pattern, a circular pattern and an irregular pattern with “go” pieces.
    (7) Taking into account the change in the number of an aggregate produced by the perceptual change of an aggregate.
    (8) Tasks with respect to the seriation and ordinal number.
    A total of200Ss are tested in this investigation, they are divided into tow groups by half year intervals, from5: 0to5: 5, and from5: 6to5: 11.With respect to sex, each group comprises50boys and 50girls.
    The results are as follows
    (1) In general, the elder group is more successful on each task than the younger group.
    (2) When they compare the number of two aggregates, Ss are influenced by the perceptual configuration and they can not judge them by means of the mediator (a numeral word).
    (3) Both the magnitude of numbers and the set of tasks are, to a certain degree, scalable, according to the order of difficulty.This is analysed by means of the “index of reproducibility”.
    (4) The tasks which can be responsed easily from the perceptual point of view do not always distribute in accordance with the magnitude of the number.
    (5) There is some difference between the large numbers and the small numbers with respect to the difficulty of the tasks.
    (6) Comparing the stimulus conditions which comprise the same numbers of elements with the different numbers of elements, the type of response is different according to the magnitude of number and each task.
    (7) One-to-one correspondence seems to be more related to the acqusition of the conservation concept than the numeral word.
    (8) The Ss can neither segregate the aggregate of elements nor reconstruct them.They can not composite the two different aggregates into one aggregate, either.
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  • Yukari Samejima, Giyoo Hatano
    1965 Volume 13 Issue 4 Pages 234-246,256
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Two experiments were carried out to examine the effect of training on children's numerical behavior in comparing 2 collections.The curriculum of the training was to enable children to grasp interrelations of number ((k+1) = (k)(1),(k-1) = (k)(1), ect.) by - associating a quantitative image to each numeral, and to use counting as a quantifying operation.(A child has a quantifying operation when assigned numerals to a set imply various relations to other numerals.)
    In the 1st experiment, 11 4-year-old children received 10 training sessions. Children showed a marked and statistically significant progress in the numerical judgment of 2 collections.Their performance improved significantly even when a collection had more elements than were dealt with in the training session. Furthermore, many of them also acquired number conservation, for which no direct instruction was given.Effects of the training diminished only slightly 6 months later.
    Different results were obtained, however, in the 2nd experiment, in which 4 5-year-old children received 5 training sessions based on almost the same curriculum as before.These subjects showed no significant improvement in comparison with the control group subjects.None of them acquired number conservation. But the training seemed successful in leading Ss to the comprehension of the nature (meaning) of counting operations and numerals assigned to collections, for the experimental Ss made successive correct responses with a suggestion to apply counting, while the controls either counted only one of collections to be compared or made a correct response when the suggestion was repeated each time.
    The following points were discussed based on these pieces of evidences:
    i) When a child comprehends inter-number relations, he can make correct responses to various tasks including numerical comparison of 2 collections and number conservation, since he can apply counting as a quantifying operation not as a mere “quotifying” (nominating) one
    ii) The comprehension of inter-number relations is the necessary but not sufficient condition for a child to rely exclusively on counting and to reject perceptual cues in numerical comparison.
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  • 1965 Volume 13 Issue 4 Pages 252
    Published: December 31, 1965
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Download PDF (108K)
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