The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 24, Issue 4
Displaying 1-10 of 10 articles from this issue
  • Nobuyoshi Shikanai
    1976 Volume 24 Issue 4 Pages 207-216
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The present study aimed at investigating the effects of creativity on acquisition of knowledge under the condition of aroused cognitive conflict.
    The hypothesis of this study is as follows: highly creative individuals are of advantage to acquiring knowledge when cognitive conflict is aroused by complex and novel stimuli.
    Procedure
    Conflict (C) condition: (1) pre-test (immediately before)(2) Ss inferred whether it is possible to make a specific novel phenomenon occur or not. Following this, Ss were exposed to the demonstration of the phenomenon. It was expected that these procedures would arouse cognitive conflict by complexity and novelty.(3) Ss were given the statements which explained this phenomenon. It reduced the cognitive conflict.(4) post-test (right after)(5) retention-test (a week later)
    Non-Conflict (NC) condition: This condition was different from the C condition in two respects. First, it lacked inference procedure, and second, Ss were given the explanation of the phemomenon before they were exposed to it. These procedures were to decrease the degree of complexity and novelty.
    Subjects
    Out of 154 pupils of the 5th grade, 8 groups of Ss as follows were selected for analysis. In the C condition,
    High Intelligence and High Creativity (HIHC) Group: 5 Ss, High Intelligence and Low Creativity (HILC) Group: 7 Ss, Low Intelligence and High Creativity (LIHC) Group: 8 Ss Low Intelligence and Low Creativity (LILC) Group: 10 Ss. In the NC condition, there were9-6-6-9Ss in each group.
    Ss were separated into upper and lower 1/3 on the basis of both intelligence and creativity tests.
    Results
    The result of post-and retention tests supported the hypothesis. These tests required Ss to describe the operation to make the phenomenon and its explanation. The results of post test: Ss with high creativity obtained higher score in the C condition than in NC condition between HIHC Groups or LI HC Groups. On the other hand, for Ss with low creativity, the difference between the score of the C condition was not significant (between HILC Groups or LILC Groups.) The result of retention test: Ss of the HIHC Group in the C condition obtained higher score than Ss of the other 7 groups. And Ss of the LIHC group in the C condition had tendency to obtain higher score than Ss of the two LILC groups.
    These results were interpreted in term of the approaching tendency to collative (complex and novel) stimuli of the creative individual.
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  • Toshiaki Mori, Masaaki Miyazaki, Hidetoshi Kaku
    1976 Volume 24 Issue 4 Pages 217-223
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The relationship between the ability to sort words into categories and to memorize these words was investigated in Experiment 1. The Ss were 90 kindergarten children divided into 3 groups with mean CAs of 4; 2, 5 ; 0, and 6; 2. Each of these age groups was further divided into subgroups of 15 Ss each, a high frequency group and a low frequency group. The Ss were instructed to sort pictures into categories, and memorize these pictures. Two different lists of 16 words each were used. Both lists consisted of 4 words from each of 4 conceptual categories, namely, vegetable, fruit, clothing, and vehicle. One of the lists consisted of frequent category members and the other of infrequent category members. The results indicated that the number of categories correctly sorted and the number of words recalled increased in parallel as a function of age. These results were interpreted as showing that the development in memory is closely related to the development in concept.
    The purpose of Experiment 2 was to investigate whether the utilization of concept facilitates the storage process or the retrieval process of memory. The basic design was a 2 x 2 x 3 factorial with three between-subject variables. These included sorting task (presence or absence of the sorting task), retrieval cues (presence or absence of the retrieval cues), and age. The Ss were 180 kindergarten children similarly divided into 3 age groups with mean CAs of 4; 3, 5; 2, and 6; 3. The lists were the same as used in high frequency condition in Experiment 1. The results indicated that retrieval cues markedly facilitated recall in all age levels, although the main effect of sorting task was not obtained. These results were interpreted as indicating that the utilization of concept aids the retrieval process rather than the storage process of memory. Furthermore, it was noticed that the utilization of concept also helps the storage process since the sorting task x retrieval cue interaction was obtained.
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  • Kimiharu Sato
    1976 Volume 24 Issue 4 Pages 224-234
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of the present study was First to investigate the differences of visual scanning strategies of reflective and impulsive 3 rd graders and college students on the M. F. F. test, and then to clarify the mechanisms of emerging differences based on their performances (RT and errors).
    The Ss, 85 3 rd graders and 50 college students, were given the M. F. F. test and were classified as Reflectives or Impulsives.
    Based on the above test, 9 reflective and 10 impulsive children, together with and 7 reflective and 6 impulsive college students, were selected for the subsequent analysis.
    While they were working on every test item, their eye movements were recorded by the ophthalmograph apparatus. It was assumed that a subject's eye movements reflect his cognitive approach to the task.
    Several visual regard measures were tallied for the initial response at each task, that is, the mean number of fixations per item. The mean number of variants fixated per item, the percentage of fixations that fall on the standard stimulus, the coverage and density of fixations per item, and so on, were calculated.
    By analysing the sequential patterns of fixation, three main scanning strategies were observed. They were named respectively “Homologous Comparison (HC)”,“Check”, and “Run”. A “HC” refers to the direct comparison of corresponding parts of two figures.“A round trip” type of eye movements between the corresponding parts of the two figures is defined as a “Check”. A “Run” is a sequential fixation on the same part of the standard figure and of the several variant figures.
    The main results were as follows.
    1. Reflective subjects made more fixations on standard and variant stimuli than impulsive subjects.
    2. Fixation in the reflective children covered significantly a wider range of the stimulus figures than in the case impulsive children, and the reflective subjects tended to examine the stimulus figures in greater detail than the impulsive. 3. The number of successive fixation patterns was significantly greater for the reflective children than for the impulsive.
    However, the difference in this measure between the two groups of college students did not reach any significant level.
    4. Reflective and impulsive subjects of both children and college students were alike in some qualitative aspects of scanning strategy.
    5. In general, adults made more effective and exhaustive comparisons than children did.
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  • An Examination by Quantification II
    Seiichi Sato, Hirofumi Shinohara
    1976 Volume 24 Issue 4 Pages 235-246
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The aim of the present study is to examine, according to the category scores obtained by applying Hayashi's quantification II, the potential effect of the prediction variables, i. e., the two dimensions of the P function (3 categories) and the M function (4 categories) of the classroom teacher, upon the external criterion variables: the class atmosphere and consciousness; and, to examine, by combining the category scores thus obtained, the effect of the 12 PM pattern leaderships (3×4 categories) upon the class atmosphere and consciousness.
    The subjects of our survey were 238 sixth grade boyes and girls (six classes) of I Elementary School and 380 fourth, fifth, and sixth grade boys and girls (three classes respectively) of F Elementary School. P and M functions of the classroom teacher as prediction variables were measured by a questionnaire made of seven or eight items respectively. The external criterion variables of the class consciousness and atmosphere were then measured. As to the class consciousness, the six items of the degree of class cohesiveness, class pride, etc. were measured by the questionnaire; the class atmosphere was measured by the SD method and the factors of the atmosphere of participation, friendship, harmony between boys and girls, and gentleness were extracted by factor analysis. Taking the class as a unit, we carried out the assembly survey. Hayashi's quantification II was applied to these schools separately.
    The main results (the correlation ratio and hit) of our survey were: class consciousness (I School: correlation ratio,. 484, hit, 69.2%; F School: correlation ratio,. 338, hit, 61.6%) ; class pride (I School:. 360, 66.7%; F School:. 470, 62.8%) ; class cohesiveness (I School:. 313, 65.8% ; F School:. 299, 60.3%) ; atmosphere of participation (I School:. 377, 65.8%; F School:. 340, 65.5%) ; atmosphere of friendship (I School: 296, 64.1% ; F School:. 191, 56.1%) ; harmony between boys and girls and gentlenes (I School:. 151, 55.3%) ; harmony between boys and girls (F School:. 184, 56.9%) ; gentleness (F School:. 175, 56.1%).
    The range of the category scores of P and M functions shows that the M function is (twice to eighteen times) higher than the P function as to the prediction power to discriminate the high and the low groups of each of the external criterion variables. The M function has a greater influence on the external criterion variables as compared with the P function. The discriminant scores of the twelve leadership patterns obtained by summing up the category scores of the P and M categories, how - ever, show that, when the stronger P category combines with the stronger M category, the potential effect of the leadership pattern on the class atmosphere and consciousness will be much more powerful.
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  • [in Japanese]
    1976 Volume 24 Issue 4 Pages 247-251
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • [in Japanese]
    1976 Volume 24 Issue 4 Pages 252-256
    Published: December 30, 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1976 Volume 24 Issue 4 Pages 268-
    Published: 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1976 Volume 24 Issue 4 Pages 268a-
    Published: 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1976 Volume 24 Issue 4 Pages 268b-
    Published: 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
  • 1976 Volume 24 Issue 4 Pages 268c-
    Published: 1976
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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