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Volume 46 (1998)
- Issue 4 Pages 367-
- Issue 3 Pages 247-
- Issue 2 Pages 121-
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Volume 46, Issue 3
Displaying 1-12 of 12 articles from this issue
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YUKO ITO1998 Volume 46 Issue 3 Pages 247-254
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study is to investigate if the gender conception as a cognitive frame is associated with other gender-related awareness and experiences, and to prove whether the gender conception can be used as a measure of gender schema. High school students, 747 females and 726 males, were asked of their gender conception, consciousness of the opposite sex, evaluation of own sex, experiences in and causal attribution of awareness of sex/gender differences. The results showed that the weaker gender conception is related with the following factors: (a) rare experiences in their life to aware the gender difference in internal characteristics; (b) little interest in the opposite sex and little concern on how they might be looked upon by them; (c) the causal attribution of discrimination against females to the society at large; and (d) admittance of their androgynous tendency. The weak gender conception was therefore, associated with a non-sex typed awareness and experiences. As the result, the Scale of Gender Conception was considered to have a construct validity as a measure of gender schema.View full abstractDownload PDF (1381K) -
An Application to Yatabe-Guilford Personality Inventory DataHIDEKI TOYODA, YUKIMASA MURAISHI1998 Volume 46 Issue 3 Pages 255-261
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSA genetic factor model for analyzing twin and non-twin data simultaneously, which is one of the structural equation model, is examined in a study of Yatabe-Guilford (Y-G) personality inventory. The sample analyzed by this method includes 187 monozygotic (MZ) twin pairs, 43 dizygotic (DZ) twin pairs and 1309 non-twins. Non-twin data can be used for stabilizing factor covariance structure.
Genetic influences, common environment, and non-shared environment account for 2.5%, 32.5%, and 65.0% of the variance in the factor of adaptability, respectively. They account for 49.8%, 10.3%, and 39.9% of the variance in the factor of extroversion, respectively. The genetic factor analysis finds evidence of a greater environmental contribution to variance in adaptability than in extroversion.View full abstractDownload PDF (1143K) -
MIYUKI TANAKA, MIZUKI YAMAZAKI, HARUO YANAI, NORIO SUZIKI1998 Volume 46 Issue 3 Pages 262-270
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study investigated the relationship between aptitude and adjustment to university in the Humanity and Natural Science courses. For this purpose, a causal model for the relationship between the aptitude such as ability to express and think in another way was assumed, together with self-regulation, etc., and adjustment such as academic achievements, fitness of one's interest and satisfaction with one's way of life. The model was subjected to covariance structure analysis, using data collected from 2, 201 university students throughout Japan. The results showed that: (a) the ability to express and think in another way lead to academic achievements; (b) self-regulation lead to fitness of one's interest; and (c) such fitness lead to satisfaction with one's way of life. The results also suggested that different kinds of aptitudes were required in Humanity and Natural Sciences.View full abstractDownload PDF (1554K) -
Longitudinal Case StudiesIZUMI UEHARA1998 Volume 46 Issue 3 Pages 271-279
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIt is not exactly known why personal episodes from any time younger than about four years of age (infantile amnesia) can rarely be recalled. Recently, some studies suggested that explicit memory would develop later than implicit memory. However, few studies so far showed how implicit and explicit memory might develop. It is assumed that we could rarely recall childhood, because explicit memory has not well developed before four years of age. In order to investigate such phenomenon, I examined by longitudinal studies of recognition and episodic reports, whether the critical change would be observed around age four. The results revealed the following three tendencies. First, the age of the first recognition might be after age three. Second, the age of the first episodic reports could be earlier than at the first recognition. And third, the age of first episodic reports might depend on the first spoken words, while the age of the first recognition neither on the first words nor on the first episodic reports. New ideas on memory development in relation to language and consciousness have been suggested.View full abstractDownload PDF (1460K) -
ATSUSHI OSHIO1998 Volume 46 Issue 3 Pages 280-290
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to examine relations among narcissistic personality, self-esteem, and friendship in adolescence. The Narcissistic Personality Inventory (NPI), the Self-Esteem Inventory (SE-I), and a questionnaire regarding friendship were administered to 265 subjects (mean age 19.5 years). A factor analysis of the NPI revealed three significant factors labeled: “a sense of superiority and competence”,“a need for attention and praise”, and “self-assertion”. Only the “self-assertion” and the “sense of superiority and competence” factors showed a significant, positive correlation with the SE-I. As a result of the factor analysis on the friendship questionnaire, friendship was categorized as a two-dimensional space, with intimacy on one axis and the number of friends on the other. The results indicated that adolescents with more friends tended to report high narcissism, while adolescents with more intimate friendship were inclined to report high self-esteem.View full abstractDownload PDF (1655K) -
Motoyuki NAKAYA1998 Volume 46 Issue 3 Pages 291-299
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study examined the relations among social responsibility goal, learning behavior, and academic achievement in classrooms. Participants were 107 fifth and sixth graders. First, a questionnaire of social responsibility goal was administered, and then two weeks later, questionnaires of learning behavior, academic help-seeking, and academic competence were also administered. Among various types of learning behavior, this study focused on socially desirable and normative learning behavior in classrooms. As an index of academic performance, teacher ratings were used. Statistical analyses indicated that social responsibility goal was positively correlated with learning behavior, academic competence, and academic performance. On the other hand, academic help-seeking had no significant correlations with other measures. Regression analysis revealed that social responsibility goal's influence on academic performance was mediated by learning behavior. The role of social responsibility goal in promoting children's acquisition of academic norm in a classroom was discussed.View full abstractDownload PDF (1662K) -
Junko SAGARA1998 Volume 46 Issue 3 Pages 300-305
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study tested predictions about the developmental tendency of children's perception of power by gender. Eighty-seven children (6, 8, 10years) were shown cards with pictures of father and mother, man and woman. They were then asked which one of the two persons on the card spoke words of situatons given to them. Children's perceptions of power were evaluated by their answer. Results showed that children changed their perceptions from mother was more powerful than father to perceptions that mother and father were equally powerful. Their perceptions of power among parents and that of men and women had a relatively high correlation at age 10. They responded with father and mother, men and women similarly. Sex difference was observed for men and women. At age 6, boys perceived women as more powerful than men, but girls did not. Since those boys perceived mother to be more powerful than father, their perceptions seemed to infleunce their perception that women were more powerful than men. It was suggested that girls understood the stereotypical power relationship between father and mother, men and women, earlier than boys at age 6.View full abstractDownload PDF (1013K) -
Yorio SHIMIZU, Keiko SHIMIZU1998 Volume 46 Issue 3 Pages 306-316
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis article proposed the existence of a factor which might facilitate inferential meaning in sign language. This factor would be derived from formational parameter components of signs associated with emotion. We assume that it was introduced into sign language system, and fixed as a semantic convention. In order to demonstrate such hypothesis, emotional and abstract expressions from lexical items of Japanese Sign Language were extracted, excluding iconic or socio-conventional expressions derived from conventional gestures. Thirty-six noniconic lexical items of JSL were presented, with neutral facial expressions, to 98 testee adult subjects. Using 20 semantic differential rating scales, subjects were to report impressions on the meaning of each sign item. Kinesic components of the signs were divided into 8 categories and 25 subcategories. A multivariate analysis (HAYASHI 1) was applied to these data. The results showed that some kinesic components greatly contributed to particular semantic ratings. An additional experiment with artificial body movements was executed, and similar results were obtained. These findings support the authors' predictions.View full abstractDownload PDF (1613K) -
Relationship of word association test under free-condition and the Rorschach TestJi-Seon KANG1998 Volume 46 Issue 3 Pages 317-325
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the field of studying associative process, two major testing methods could be utilized: Word Association Test (WAT) and the Rorschach Test. It had been held that associative processes of both tests had hardly anything in common, because of the differences between both test stimuli. The aim of this study was to detect common factors of associative process of both tests, focusing on “Conceptual Distance” between stimulus and response. WAT and the Rorschach Test were administered to 44 subjects of normal adults. Testing situation of WAT was modified, adopting “Free-Condition,” in which time pressure had been removed. A new analysing method,“Associative Determinant Analysis” was used to examine WAT responses. WAT responses were finally classified Subject-bound response and Stimulus-bound response. Test results showed that Subject-bound response was closely related with the following Rorschach scores: 1) more articulated form perception; 2) more FC responses; 3) introversive experience type, and 4) higher creativity. Stimulus-bound type of response was found to be nearly contrary. Thus, Subject-bound response was characterized by a greater conceptual distance on the one hand, and Stimulus-bound response by less conceptual distance on the other.View full abstractDownload PDF (1538K) -
Dealing with subjects complainning of anxiety symptomsMakoto IKEZUKI1998 Volume 46 Issue 3 Pages 326-332
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study aimed at elucidating the mechanism of feedback information for anxiety reduction when a subject with anxiety disorders was given a task requiring the reduction of SCL-i. e. an anxiety reduction task-while exposed to SCL feedback information. The study showed that feedback information worked as an anxiety arousing stimulus for a subject complaining of anxiety symptoms; but when exposed to anxiety reducing stratagies, the arousal of the subject's anxiety weakened. It was also found that feedback informations worked in two ways: (1) as an anxiety arousing stimulus by the cognition that this particular information was the information concerning anxiety, and (2) either as an anxiety arousal stimulus or an anxiety reducing stimulus depending on the content of information implied in the feedback.View full abstractDownload PDF (1167K) -
Megumi KOTAKA1998 Volume 46 Issue 3 Pages 333-342
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study was to examine the factorial structure of adolescents' attitudes and behaviors towards their parents, and to suggest a framework for understanding a psychological weaning process. First, 379 male and 422 female undergraduate students were asked to answer questionnaires composed of 105 questions. These questions concerned parent-children relationships. Answers for all questions were analyzed with the factor analysis. Second, primary factor correlations were analyzed through secondary factor analysis. The results showed that the structure of adolescents' attitudes and behaviors towards their parents were composed of five primary factors (1. Favorable influence by their parents; 2. Confrontation with their parents; 3. Obedience to their parents; 4. Affectionate bond with their parents; and 5. Recognition of their parents as an independent single person). Were also found two secondary factors: 1. Affiliation orientation factor; and 2. Objective and independent orientation factors. Third, the author proposed a framework for understanding a psychological weaning process with these secondary factors.View full abstractDownload PDF (1498K) -
EIKO HIROSE1998 Volume 46 Issue 3 Pages 343-355
Published: September 30, 1998
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThis study is a review of career self-efficacy studies over the past 16 years. The study, which applied Bandura's self-efficacy theory to career-related domains, was first proposed by Hackett & Betz (1981) who used self-efficacy theory to help understand women's career development. Since then, study has increased on three topics: career choice self-efficacy which refers to the degree of confidence individuals have concerning the careers they may choose, career choice process self-efficacy which refers to the amount of confidence a person has in the ways he/she makes career decisions, and career adjustment self-efficacy which refers to how much confidence individuals have that may be successful in the careers they chose. Further research is needed to verify Lent, Brown & Hackett's (1994) social cognitive career theory, to evaluate the existing career self-efficacy scales, and to emphasize individual differences rather than gender differences. More use of self-efficacy theory in career counseling, more longitudinal studies, and an increase in the number of career adjustment self-efficacy studies are also needed.View full abstractDownload PDF (2249K)
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