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Volume 2, Issue 1
Displaying 1-7 of 7 articles from this issue
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Survey on the friendship extending over three years from the entranceArata Yoda, Masao Ohashi, Shiro SHIMADA1969 Volume 2 Issue 1 Pages 1-9,64
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSA eurvey on friendship structure of an elementaly school class was continued extending over three years. Monthly, every child in the class was interviewed individually by the home-room teacher and asked whom of his classmates he liked or disliked. The first interview was performed a week after the entrance. choice-data thus gained were analysed quantitatively in the main, and the following findings were derived of the interpersonal relations in the class.
(1) Being less than unit in early stage, mean number of classmates children mentioned as “Likes” increased gradually and overcounted three in final stage. Mean number of “Dislikes,” a little less than that of “Likes,” followed a similar course.
(2) In positive choice, girls selected more girls than boys almost from the beginning, while boys selected significantly more boys than girls not before than the third term of the second grade. In negative choice, on the contrary, both sexes selected much more boys than girls from the beginning on.
(3) The star-status (in the sense of receiving 2. S. D. more choices than the average) was occupied almost exclusively by girls in positive choice and by boys in negative. Their positions, especially of positive one, were considerably stable.
(4) In the age-range which the present study covered no differences due to the developmental stages were found in the consistency of choice behavior. On the other hand, it was found more consistent in positive choice than negative choice at every stage.
(5) The existing cliques, defined as two or more individuals all of whom choose each other mutually were more frequently found among girls than boys. Though the intra-sexual cliques of both sexes tended to increase, the intersexual cliques, were less frequent in the third grade than in the second.
As conclusions from the above findings it may be said that the sexual cleavage appeared at earlier stage than generally stated. And that in was initiated by girls-side, boys following with a delay.View full abstractDownload PDF (1414K) -
Seiichiro Onishi1969 Volume 2 Issue 1 Pages 10-17,65
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS1. It can hardly be anticipated that one who once acquired a leadership in a group will be in a posit'on to regain it immediately by rejoining the group after a temporary absence. Eventually he tends to be obsorbed into the group, remaining a mere follower under the pressure of its cohesive force. And yet, sooner or later, he will presumably regain the leadership.
My study aims to present an approach to the analysis of group morale in relation to the group and its former leader.
2. Our experiments of April 1953 were shared by three sessions. In the first session, two groups, each being made up of four children and a leader-child, had a co-operative work for 30 minutes. In the second session, each group did thirty minutes' work twice with its leader excluded. In the last session the same work was carried on once with each group, including its former leader.
3. Reactions equally observed with each group.
(a) Rejoining the group, the former leader askes many questions of the process of the work done during his absence.
(b) Rejoining the group, he becomes much less active in his directing group affairs.
(c) A new leader appeares during his absence.
(d) In the last session, the new leader continuously hold away over his group, supplanting the former leader.
(e) In the third session, little or no increasing sign is shown that the members sought any command or approval of their first leader.
(f) It remains undetermined, however, Whether or not the new leader in the second session was asked for his order-or approval.
(g) The first leader, reluctant to participate in the group work, claims to divert the operation into another channel by offering anew project, which, however, has been rejected by the members. In effect, he failes to assume group control.
(h) When and how he will regain the leadership remains to be solved.View full abstractDownload PDF (1282K) -
Shozo Tsuji, Hiyoshi Nakamura, Kiyoko Miki, HIDEO YAMANE1969 Volume 2 Issue 1 Pages 18-29,65
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS1. It can hardly be anticipated that one who once acquired a leadership in a group will be in a posit'on to regain it immediately by rejoining the group after a temporary absence. Eventually he tends to be obsorbed into the group, remaining a mere follower under the pressure of its cohesive force. And yet, sooner or later, he will presumably regain the leadership.
My study aims to present an approach to the analysis of group morale in relation to the group and its former leader.
2. Our experiments of April 1953 were shared by three sessions. In the first session, two groups, each being made up of four children and a leader-child, had a co-operative work for 30 minutes. In the second session, each group did thirty minutes' work twice with its leader excluded. In the last session the same work was carried on once with each group, including its former leader.
3. Reactions equally observed with each group.
(a) Rejoining the group, the former leader askes many questions of the process of the work done during his absence.
(b) Rejoining the group, he becomes much less active in his directing group affairs.
(c) A new leader appeares during his absence.
(d) In the last session, the new leader continuously hold away over his group, supplanting the former leader.
(e) In the third session, little or no increasing sign is shown that the members sought any command or approval of their first leader.
(f) It remains undetermined, however, Whether or not the new leader in the second session was asked for his order-or approval.
(g) The first leader, reluctant to participate in the group work, claims to divert the operation into another channel by offering anew project, which, however, has been rejected by the members. In effect, he failes to assume group control.
(h) When and how he will regain the leadership remains to be solved.View full abstractDownload PDF (2193K) -
Yoshihisa Shiota1969 Volume 2 Issue 1 Pages 30-42,66
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESScontacts with their family in the various situations in their family life.
Procedure: The subjects were about 600 junior high school pupils and about 1,000 primary school pupils of Miyako City in Iwate Prefecture,(ranging from seven to fourteen years old).
Using questionnaire method, instructed them to answer six questions concerning their contacts with their family in their everyday life situations, and then to rank their family by their preference.
Result: So far as this survey was concerned, it was found out that the subjects had shown a tendency to rank first the members of their family with whom they came in favorable contact in their family life.
Part 11 Purpose: To see whether children who had shown the abnormality m the ranking of their family would make any charateristic responses to Rorschach's Test.
Procedure: The subjects were 13 fifth-grade boys of one primary school in Tokyo. All of them had moderate scholastic abilities. Eight boys (the first group) were normal in ranking their family, that is to say, they gave first or second rank to their parents. Five other boys (the second group) showed some abnormalities in ranking their family, that is to say, they gave third or lower rank to either one of their parents.
In using Rorschach's Test, a set of eight plates revised by MOTOAKI of Waseda University was employed. The test was administered twice: fitst, to a group of six subjects, and then to a group of seven subjects. Each group included both “normal” and “abnormal” subjects.
Result: The mean value of R (the total of all responses) of the second (“abnormal”) group was significantly less than that of the first (“normal”) group. But, in all other aspects, no particular difference was seen between the two groups.
It is presumed that the, above-mentioned difference of R is dependent upon the difference in the “response motivation” between the two groups, and is caused by the fact that the second group expressed relatively more friistrated behavioral tendency than the first group.View full abstractDownload PDF (2177K) -
Dairin Nakagawa1969 Volume 2 Issue 1 Pages 43-50,67
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSWas uns bei vorliegender Untersuchung der teilinhaltichen Beachtung von Form und Farbe am meisten interessierte, sind folgende drei Punkte:
1. Ob die Reaktionskonstanz bejahen ist oder nicht.
2. Ob man Faktoren auffinden kann, die Einfluss auf die Beadltung von Form und Farbe üben.
3. Auffindung und Aufklarung der Gründe, wamuln im fruhjugendlichen Alter Farbbevorzugung besteht.
Vpn.: 304 normale Kinder im Alter vom 4-6 Lebensjahre, und 203 Schwachsinllige im Alter vom 5-19 Lebensjahre.
Versuchsmethode: Dieseibe wie bei Katz und Tobie.
Emgebnisse:
1. Die 4 jährigen Kinder beachteten die Farbe vorwiegend, doch wird mit zunehmendem Lebensalter Formbeachtung herrschend.
2. Von den Kindern im Kindergarten beachten diejenigen der zweiten Klassen die Form starker als die in der ersten Klassen, wenn sie auch im gleichen Lebensalter stehen.
3. Die Nachprüfung, welche nach 13 Monaten and enselben Kindern wiederholt wurde, ergabe einen wesentlichen Unterschied gegen die erste.
4. Bei den Schwachsinnigen liegt eine stërkere Tendenz zur Farbbeachtung vor.
Die Verschiebung von Ferb-zu Formbeachtung wird bei diesen in dem höheren Lebensalter gesehen als bei normalen Kindern.
Schluss:
Die Ergebnisse zeigen, dass die Reaktionsweisen in der teilinhaltlichen Beachtung von Form und Farbe unbestAndig sind.
Wir konnten also Reaktionskonstanz als verneint betrachten. Als der erste der einen Einfluss auf die Verschiebung von Farb-zu. Formbe-achtung ubenden Faktoren ist nach den Ergebnissen unserer Untersuchung die Erfahrung zu nennen. Zweitens, wenn wir auf die Ergebnisse bei den Schwachsinnigen unser Augenmerk lenken, mÜsste auch die Intelligenz als ein Faktor in Betracht gezogen werden.
Zur Erklärung warum im frühjugendlichen Alter die Bevorzugung der Farbe besteht, Monte man, zumal wenn man die obigen Resultate bei den Schwachsinnigen in Betracht ziehen, Primitivität der Geistesstruktur der frühjugndlichen Kinder und Aufdringlichkeit der Farbe heranziehen.View full abstractDownload PDF (1737K) -
Isamu Arakawa1969 Volume 2 Issue 1 Pages 51-60,68
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSPurpose: To find out deaf pupil's ability to use auxiliary words and verbs which is an important element in their development of the Japanese language, and to seek suggestions to the planning of instruction for them.
Procedure: Performance test of sentences which are to be filled up with auxiliary words and verbs was given to 179 secondary deaf school pupils (53 lower secondary, 126 upper secondary pupils) and 197 secondary hearing school pupils (98 lower secondary, 99 upper secondary pupils).
The ratios of the correct use of each auxiliary word, and verb were brought out and distributed into five step intervals.
Abstruct of the result: 1. In deaf groups, most of ratios of the correct using of each auxiliary word failed into 0-20.0 step interval, and few of them entered in 60.1-80.0 or 80.1-100 step intervals.
On the other hand, in hearing groups most of the ratios entered in 80.1-100 step interval and few of them failed in 0-20.0 step interval.
2. Most of ratios of the correct using of each auxiliary verb were scattered in 0.-20.0 step interval or 20.1-40.0 step interval in deaf groups and the ratios which entered in 60.1-80.0 or 80.1-100 step interval were far more in hearing groups than in deaf groups.
3. Therefore, such ability of lower and upper secondary deaf school pupils tend to be inferior to that of hearing pupils of the first grade of lower secondary school.
4. Errors of deaf pupils at the test of auxiliary words are caused by
(a) imperfect discrimination of surd sound and sonant.
(b) omission of letter.
(c) hypermetre
(d) impemfect considemation to the connection of words.
(e) using of other parts of speech.
(f) immatureness of ideas.
(g) to seize partialiy the line of thought.
(h) subjective embeliighment to the line of thought.
5. Ermors at the test of auxiliary verbs are caused by (the same of aboves are excluded)
(a) mistake of inflextion.
(b) misupderstanding of tenses.
(c) displacement of conjecture to designation.
(d) confusion of passive and afformation. Suggestions for the planning of instruction for the deaf children.
1. To prevent deaf children from acquiring sign language.
2. Practice of modes of expression as well as extending vocabularies.
3. Training of readmg and descriptive abilities.
4. Training of ductive and inductive thinking.View full abstractDownload PDF (1576K) -
1969 Volume 2 Issue 1 Pages 64
Published: October 15, 1969
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSDownload PDF (106K)
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