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Volume 31 (1983)
- Issue 4 Pages 273-
- Issue 3 Pages 186-
- Issue 2 Pages 102-
- Issue 1 Pages 1-
Volume 31, Issue 1
Displaying 1-12 of 12 articles from this issue
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Satoshi Tanaka1983 Volume 31 Issue 1 Pages 1-9
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to induce a self-verbalization as facilitating a story comprehension by preschool children. The first experiment was to replicate the previous study which restricted the function of overt verbalization to a phonological level of information processing and that of covert verbalization to a semantic level. However, the results indicated that there were no significant differences between overt and covert verbalization, both on the recall of meaningful words likely to be processed semantically and on the recall of less meaningful words being processed phonologically (see FIG. 1). Therefore, in a second experiment, an alternative view was proposed; it was that the function of any type of verbalization should depend on the subject's intention in actual language use and the particular conditions being characteristic of his or her developmental level. According to this,“whispering to oneself”, a new type of verbalization, was modeled on an egocentric speech having ecological validity in children's daily life thinking and developmental validity at their stage of language development. As a result, the whispering-to-oneself facilitated the fiveyear-olders' understanding of causal relations of the events in a story more than overt and covert verbalization had done (see TABLE 2).View full abstractDownload PDF (1545K) -
An investigation from the effects of the unconditioned stimulusIwao Ogawa1983 Volume 31 Issue 1 Pages 10-17
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to investigate distinctive natures of the mentally retarded children for acquisitional mechanisms of the eyelid conditioning, through the effects of US upon organisms. In equal-CA comparisons, fifteen mentally retarded children and normal children in the same junior high school were conditioned by CS as a light and US as an air puff: eyelid responses were recorded by the electromyogram.
Results were as follows: (1) For CRs, in comparison with the normals the inferiority through the acquisitional period for the retarded children was suggested.(2) For URs, the retarded subjects did not form stable URs to the air puff in comparison with the normals.
Then, to investigate the natures of the mentally retarded children in the acquisitional process of the eyelid conditioning, recordings for movements of the eyelid responses were analized. The main findings were as follows: (a) In the mentally retarded children, a marked trend was shown: the significant eyelid responses did not occur immediately from the onset of the US.(b) The lack of concentration in the CS for the mentally retarded children proved to be higher.
Finally, the following points were discussed.(1) For two groups, the US did not produce the same effects on organisms [c. f., Results (a)].(2) Results (a) and (b) were factors regulating the occurences of CRs at a lower level.View full abstractDownload PDF (1264K) -
Kazutoki Higuchi, Masahiko Kambara, Yusaku Ohtsuka1983 Volume 31 Issue 1 Pages 18-27
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study is to examine the validity of causal attribution model about academic achievement of elementary scool children. This model assumes the causal processes as follows: (1) attributional style (i. e. individual differences of causal attribution made in achievement-related situations) influences degree of perceived control each child has in such situations; (2) the degree of perceived control influences magnitude of achievement-related behaviors he/she takes (to be called behavior tendency); (3) the behavior tendency contributs to his/her level of achievement in school work.
As a first research, a questionaire designed to measure attributional style was developed and administered to 245 elementary school pupils in fourth to sixth grade. By factor analysis eight factors were found, and the eight scales of these causal factors were set as a result. These scales were named as follows: “positive-effort (i. e. attribution to effort in positive situations (success))”,“negativeeffort (i. e. attribution to effort in negative situations (failure))”,“positive-ability”,“negative-ability”,“positive-mood,”“negative-mood”,“positive, negativetask (i. e. attribution to task in both positive and negative situations)”, and “positive, negative-chance”. As a second research, the survey utilizing the questionaire prepared in the first research and the new perceived control scale was administered to another 267 elementary school pupils in fourth to sixth grade. According to the model, regression analysis of causal paths was applied to the data obtaned in this survey and the pupils' behavior and academic records retained in the school.
The validity of the model was mainly confirmed. It was found that among the scales of causal attribution, positive-effort, positive-ability and negativeability have explanatory power of accademic achievement. It is to be noted that sex differences about the causal paths were found. They were examined in terms of the differences of achievement goals held by boys and girls.View full abstractDownload PDF (1778K) -
THE DEVELOPMENT OF THE USE OF “DAKARA” IN THE LOGICAL AND PRAGMATIC INFERENCEMakiko Naka1983 Volume 31 Issue 1 Pages 28-37
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe conjunction “dakara” is supposed to be used in both the logical inference (eg.“It is hot in summer. Dakara it is not in summer, if it is not hot.”) and the pragmatic inference (eg.“It is hot in summer. Dakara we wear light clothes in summer.”).
The purpose of this study was to see how these functions of dakara (i. e. the logical function and the pragmatic function) were acquired by children. The subjects were 2nd, 4th, and 6th graders (in Exp. 1 and 2, 8th graders and undergraduates were added).
Exp. 1 (examination) investigated the use of dakara to see if the two functions were actually observed, and if any other use of dakara was found, by makng the subjects complete sentences such as “It is hot in summer. Dakara...”. Exp. 2 (main experiment) investigated to what extent the subjects had acquired each function, by making them evaluate the use of dakara in various sentences. Exp. 3 (supplemental experiment) was to examine the stability and reappearance of the developmental tendencies found in Exp. 2, by testing the effect of a temporal perturbation-an instruction on how to use dakara-given to the subjects.
The results showed 1. dakara was used in both the logical and pragmatic inference, and in the (pseudo-) analogical inference, 2. the logical function was not fully acquired even by 6th graders, 3. the pragmatic function was almost acquired by 2nd graders, 4. the affirmative responses to the use of dakara in a subjective inference (eg.“That dog is small. Dakara it is adorable.”), and (pseudo-) analogical inference (eg.“An apple is red. Dakara a banana is long.”) diminished as a function of age, 4. these developmental tendencies reappeared and were stable to a temporal perturbation.View full abstractDownload PDF (1487K) -
Noriyuki Kifune, Hiromi Fukada1983 Volume 31 Issue 1 Pages 38-43
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study intended to investigate the effects of one time-short term exposure to human figure information on the change in Draw-A-Man Intelligence Test (DAM) scores so that DAM validity could be examined.
In this study, three independent variables were used: presentation of human figure information (presentation and no presentation), age of subjects (3, 4 and 5 years old) and time (immediately, one week, and one month after presentation). The former two variables were between subject variables and the latter was a within subject variable. A before-after design was used. Subjects were 120 preschool children. Twenty subjects in each age group were randomly assigned to one of two presentations, respectively. The human figure information presented to the subjects in the presentation condition was designed to stand at 10 points above the mean pretest scores of DAM for each age group.
The main results were as follows. Presentation of information increased the DAM scores. The increase shown one week and one month after presentation was not as dramatic as immediately after presentation, but some effects could be seen over a period of one month. Among other results it was also showed that information presentation caused a significant and meaningful increase in MA and IQ scores (based on DAM).
Therefore, the findings in this study suggested that one time-short term exposure to human figure information caused changes in DAM scores leading us to doubt the validity of DAM as an instrument for determining intelligence.View full abstractDownload PDF (1061K) -
[in Japanese]1983 Volume 31 Issue 1 Pages 44-48
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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[in Japanese]1983 Volume 31 Issue 1 Pages 49-52
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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[in Japanese]1983 Volume 31 Issue 1 Pages 53-58
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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[in Japanese], [in Japanese], [in Japanese]1983 Volume 31 Issue 1 Pages 59-62
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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[in Japanese], [in Japanese]1983 Volume 31 Issue 1 Pages 63-79
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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[in Japanese], [in Japanese], [in Japanese]1983 Volume 31 Issue 1 Pages 80-95
Published: March 30, 1983
Released on J-STAGE: February 19, 2013
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1983 Volume 31 Issue 1 Pages 100-
Published: 1983
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS
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