The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 14, Issue 1
Displaying 1-10 of 10 articles from this issue
  • Akimichi Omura
    1966 Volume 14 Issue 1 Pages 1-8,60
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of the present experiment is to examine the relation of the cognitive preferences to the behavior exhibited by high school students.
    Four cognitive preferences were chosen in high school physics;
    1) memory of specific facts or terms, 2) practical appligation, 3) critical questioning of information, and 4) identification of a fundamental principle.
    In the present experiment, The Cognitive Preference Test developed by Heath (1964) was used to measure the cognitive preferences.
    The results obtained from Experiment 1 were as follows.
    1) There is difference in cognitive preference between the students who like Physics and Cbemistry and the students who like other subjects. Those who like Mathematics, Social Studies, Art and Music, Homemaking, and Physical Exercise have a stronger preference for the “memory of specific facts and terms”, and less preference for the “critical questioning of information” than the students who like Physics and Chemistry. The significant difference in preference for “identification of a fundamental principle” can be seen between the students who like Physics and Chemistry and the students who like Homemaking and Physical Exercise.
    2) The scientific interest type group has less preference for “memory of specific facts.and terms” and stronger perference for “critical, questioning of information” and “identification of fundamental principle” than non- scientific interest type group.
    In Experiment 2, the correlation of cognitive preferences with the achievement types was examined. In order to test the achievement types, the four achievement tests corresponding to four cognitive preference were made.
    The Cognitive Preference Test, four achievement tests, and LIS Reasoning Test were administered to 183 students (age, 17).
    Almost all students demonstrated 70 (in T score) on LIS Reasoning Test. So the possibility that difference in cognitive preferences and in achievement types can be accounted for by difference in reasoning ability on intelligence was discounted.
    Though the perfect correlations could not be seen between Cognitive Preferences and Achievement Types, at least as to Cognitive Preferences for Memory and for Principle it can be concluded that students tend to make good scores on the achievement type corresponding to their cognitive preference and do not make good scores on the achievement type which does not fit their cognitive preference.
    When students are allowed to make any response they like, the responces exhibited by students correspond rather clearly to the cognitive preferences they have.
    Download PDF (1560K)
  • 1966 Volume 14 Issue 1 Pages 8-
    Published: 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1966 Volume 14 Issue 1 Pages 8a-
    Published: 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • Akira Kobasigawa
    1966 Volume 14 Issue 1 Pages 9-14,61
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study was concerned with children's avoidance of inappropriately sex-typed toys. The first purpose of the study was to investigate whether the observation of a peer model of the same-sex playing with toys appropriate for opposite-sex children would weaken an inhibitory tendency in the observing S to approach these inappropriately sextyped toys. The second purpose of the study was to examine whether an inhibitory tendency in the observing S to approach toys for opposite-sex children would be weakened as a consequence of the observation of a peer model of the opposite-sex playing with toys appropriate for the model but not for the observer child.
    Ninety kindergarten children, 45 boys and 45 girls, whose. ages ranged from 5-10 to 6-8 with a mean age of 6-3, participated as Ss. One-third of the Ss (Group SS) individually observed a peer model of the same sex playing with inappropriately sex-typed toys. The second one-third of the Ss (Group OS) were exposed to a. peer model of the opposite sex playing with toys appropriate for the model but not for the observing Ss. The remaining Ss (Control) were tested without such observations. S was then allowed to play with sex-inappropiate and neutral toys for 10 minutes during which time his behavior was observed and recorded once every 15 seconds in terms of predetermined behavior categories by judges who observed the session through a one-way mirror. Thus, each S was observed 40 times. Two scores were derived from the observations: latency scores and per cent-inappropriate scores Latency scores consisted of the number of titne intervals elapsing befove S was observtd to look at, come close to, or touch a sex inappropriate toy. Per cent-inappropriate scores consisted of the number of intervals in which S looked at, was close to, or touched a sex inappropria te toy divided by the number of intervals spent with all toys. Both latency and per cent-inappropriate scores, therefore, had three individual scores (looking, proximity and touching).
    Intercorrelations among looking, proximity, and touching ranged from. 77 to. 98. The three individal scores were so highly related that theu main analyses were-performed on the basis of composite scores. The cornposite score was computed for each S by averaging his three individual scores.
    The major findings of the study were the following:
    (1) For boys, the Model who displayed inappropriately sex-typed responses appeared to have a disinhibitory effect. The data for the Group SS of boys showed that the latency of orienting toward the feminine toys was significantly shorter and the per cent of time spent with the feminine toys was significantly higher than OS and Control Groups. Although a similar trend of disinhibitory effect was observed in the girls' data, differences among the three conditions were not statistically reliable.
    (2) The observation of the model displaying appropriate sex-typed behavior showed neither an inhiditory nor disinhibitory effect on children's inappropriately sex-typed responses.
    The positive results for boys were interpreted to mean that both the observation of the deviated model and the observation of an adult's (E) nonreaction to previously “punished” behavior have a disinhibitory effect on the sex inappropriate behaviat of young boys.
    Download PDF (1367K)
  • Item Content and Ambiguity Index
    Yuji Iwai
    1966 Volume 14 Issue 1 Pages 15-24,62
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    One possible way to reduce the error associated with the meaenrement of personality, with inventories, is to construct moire stable items to use as initial pools for later, scale development. Soit, emth eresponse Variability of items has been studied.
    It is important for these studies to classify the items in the several inventories. To classify theitems, we ve: administered 100 items taken from the elevhean ersonality ihventories to200 junior high school and calculated the correlations betwepenu pitlhse, esponsed to each, of 100 items: By factor analyzirng the matrix of the correlations by the centroid methad, we have extracted ten factors.
    From the previous study, it is evident that. conventional measures of item variability (i. e., a the percentage of subjects changing their responses to item upon its repeated administration) is closelayn related to item endorsement frequency, and have limitations as indices of item.
    So, w e have used Goldgerg'sm odel of Axnbiguity Index, as the imeasure of item instability, to integrate the response variability and item endorsement frequency.
    From the responses? to each of 100 items above by junior high school pupils and college students, we have calculated the Ambiguity Index values. And it is ascertained that the Ambiguity Index is closely related to the response variability, but not related to, itern endorsement frequency.
    From the results of factor analysis and the Ambiguity Index values, it is aassumed that theitems related to the inner aspects of personality such as emotinal instability, nervousness and introversion, show the higher Ambiguity Index values, This relationship seems to be one of the important problems of the measurement of personality with inventories.
    Download PDF (1932K)
  • CONCEPTION OF NUMBER
    Fusako Iijima
    1966 Volume 14 Issue 1 Pages 25-36,58
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    This study concerns itself with the development an abstract concept of number in youonfg children The developmental sequences of number are studied, too.
    The purpose is to analyse the child's coception of number from two aspects, one is the magnitude of the numlber and the other is a set of tasks which are given under different stimulus condition.
    The numbers 1, 2, 3, 4, 5 and 6are used. And the tasks are as follows
    1.Comparative judgment of the number of the two aggregates which comprfse the different number of elements or the same number of elements.
    2.Estimation of the number of an aggregates under the different stimulus pattern.
    3.Division of the aggregates 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 the number of an aggregate produced by addition and subtraction of an element.
    6. Reproduction. of the figures which comprise a regular pattern, a circular riattern and an irregular pattern with “go” pieces.
    7.Response in accordance with the principle of the conservation of number.
    8. Tasks with, respect to the seriation and ordinal umber.
    A total of 200. Ss are tested in this study, they are divided into two groups by half year intervals, from 4: 0 to 4: 5, And from 4: 6 to 4:.11. With respect to sex, each group comprises 50 boys and 50 girs.
    The results are as follows;
    1.In general the elder group is more successful on each eask than the younger group.
    2.The response pattern of the elder group seems to be same that of.5 year-old children.
    3.When they compare the number of two aggregates, Ss are influenced by the perceptual configuration.
    4.The magnitude of numbers is scalable, according to the, order of difficulty.
    5.The Set of tasks is scalable, according to the Order of difficulty But number, 5 and 6 are not scalable according to the order of difficulty of the set of tasks.
    6.There is some difference between the large numbers and the small numbers with respect to the difficulty of the tasks.
    7. Comparing the stimulus condition which comprises the same number of elements and different number of elements, the type of response is not different.
    8. The younger group can not understand one-toone correspondence.
    9. They can not understand the ordinal number.
    10. They can not aquire the conservation concept.
    11. The.developmentals equences of number concep tare as follows;
    1). The period they can not understand any number operation.
    2).The2 period they can understand the lower numer operation, for instance, they can estbimate things, in, accordance with the verbal label, they-can understand the operation of. addition and subtraction, and they can understand one-to-one correspondence.
    3).The period they can understand the verbal label. Even, if the magnitude of number is large, they can estimate the aggregate of the number.
    4) The period they can abstract the numeral dimenof the stimulus, for instance, they are not influenced, by the perceptual configuration.
    5). The period they can understand the higher level of the number construction, for instance, they, can understand the ordinal number and the conservation concept is held.
    Download PDF (2568K)
  • Tatsuya Matsubara
    1966 Volume 14 Issue 1 Pages 37-44
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Laws generally require a child to enter school at the age of six.However, as a rule, there is some variation in the actual age at entrance due to differances in dates of birth.Some children enter grade 1 at the age of six years, others at the age of six years and eleven months, with a difference of eleven months.
    In this study, three groups, younger, middle and older children were compared in achievements, physical growth, frequency of absence from school and leadership from the first grade to sixth orninth grade.Younger children group had entered grade 1 at the age of six years and zero or one month, middle group at the age of six years and five or six months, older group at the age of six years and ten months.
    The major findings are as follows:
    1.The mean achievement score of the older group in the following four subjects of Japanese, social studies, arithmetic and science was superior to that of the younger group by the second or the third grade.These differences were of statistical significance.But the differences between the two groups in or after the third grade were of no statistical significance.
    2. The differences the saores of music between two groups were statistically significant only at the first grade, those of drawing significant at the first grade to the fifth aid those of physical exercise significant at the first to the sixth grade.
    3.The height, weight, chest circumferences and sitting height were measured.In all measurements, the younger group was inferior to the older group from the first to the ninth grade except the differences of the girls' height and sitting height at the ninth grade.These differences were of statistical significance.And the physical progress of the younger children showed the same tendency as that of the older group.It is evident that there is a great difference in physical maturity between older children and younger children.The physical maturity of the middle groups was between the older groups and the younger ones.
    4.When the average daily absence from school for the two groups was compared, it was found that there were more days of absence for the younger group in the first and second grade.
    5.Children of the older groups were more elected a as commisioner's number of home, rooras and clubs than the younger group at the first grade to the fourth grade
    Download PDF (1359K)
  • 1966 Volume 14 Issue 1 Pages 44-
    Published: 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • Keiko Eguchi
    1966 Volume 14 Issue 1 Pages 45-58
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Download PDF (2883K)
  • 1966 Volume 14 Issue 1 Pages 60
    Published: March 31, 1966
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    Download PDF (138K)
feedback
Top