All issues
Volume 47 (1999)
- Issue 4 Pages 411-
- Issue 3 Pages 263-
- Issue 2 Pages 121-
- Issue 1 Pages 1-
Volume 47, Issue 3
Displaying 1-13 of 13 articles from this issue
- |<
- <
- 1
- >
- >|
-
A Verification of Simulation Results with Actual DataKAYOKO KURITA1999 Volume 47 Issue 3 Pages 263-272
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn educational psychology research, the assumptions for statistical testing are often violated. Many studies have been conducted to investigate the robustness of statistical testing against violating the assumptions Most of the robustness studies are based on computer simulation, but because of the obscurity of the relation of the simulated situations to actual data, outcomes are not readily applicable to the actual situation. The purpose of the present study was, first, to investigate the relation between the outcome with actual data and that with simulated data in terms of the robustness of the t test on Type I error rate and power against violating the independence assumption. We found that the results with simulated data almost completely predicted those with actual data. Second, the effect combining items into a scale was also studied. When more items were used for scaling the intraclass correlation and effect size were affected; the former decreased the robustness on Type I error rate and both increased the robustness on power.View full abstractDownload PDF (1570K) -
Developmental Changes in Middle ChildhoodTOMOKO HANAWA1999 Volume 47 Issue 3 Pages 273-282
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSParticipants in the present study, 1, 466 children in the 2nd to 5th grades of elementary school, read stories in which the protagonist experienced a particular emotion (anger, joy, or sadness), and then rated the degree to which their own emotion would be expressed to their mother, their father, and a friend. As indices of interpersonal relations, they also assessed their self-image when with those people, and the social support that those people provided. The results indicated that the influence of interpersonal relations on emotional expression was different for the younger children in the study (2nd and 3rd graders), compared to the older children (4th and 5th graders), and was also different depending on the kind of emotion. The expression of joy was related to positive interpersonal relations in the younger children; this relationship was stronger in the older children. The relationship for anger was very weak in the older children. These results suggest the importance of interpersonal relations in emotional development, and the necessity of studying each kind of emotion individually.View full abstractDownload PDF (1642K) -
A Field StudyHIROMICHI URABE, KAORU SASAKI1999 Volume 47 Issue 3 Pages 283-292
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the relation between amount of whispering in class and the class's norm for whispering. Participants were 1,490 students from 33 classes in 3 senior high schools, 1 junior high school, and 1 business school. The students completed a questionnaire that asked about whispering-the classroom norm, their own position, and their perception of their teacher's expectations-in terms of a revised return potential model. Of the 33 classes, 7 were characterized as noisy classrooms, and 8 as quiet ones, according to the judgment of the teachers in charge. The results indicated that: (a) norms for whispering in noisy classrooms were more generous than those in quiet classrooms; (b) norms for whispering were more generous than individuals' own positions, regardless of the amount of noise in the classroom; and (c) students' perceptions of their teacher's expectations regarding whispering in noisy classrooms and quiet ones were not significantly different.View full abstractDownload PDF (1554K) -
Longitudinal Study of Personality Change, Ego Function, and SurvivalYOSHIKO SHIMONAKA, KATSUHARU NAKAZATO1999 Volume 47 Issue 3 Pages 293-304
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSPurposes of the the present study were to investigate stability and change in personality among Japanese senior citizens aged 70, 80, and 85, using 15 SCT stems, and to analyze whether changes in ego function using Barron's ego-strength scale predict survival and are correlated with a change in personality. Of the original 422 participants, only 90 completed all 3 surveys over the 15-year period of the present study. Both considerable positive and negative changes were observed, as well as stability. The image of themselves in their family, relations with friends, their current self, and their view of their lives was more predominantly positive in women than in men. Positive family image increased with advancing age. Those whose ego strength was stable during their seventies showed a higher survival rate, while those with lowered ego strength had a higher mortality rate. Our results suggest that personality continues to develop even after 70 years of age, and that ego function influences the maintenance of current positive self-concept and survival.View full abstractDownload PDF (1920K) -
Problem-Solving StructureCHIKA NATSUBORI1999 Volume 47 Issue 3 Pages 305-316
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study explores creativity in 2nd, 4th, and 6th grade elementary school children through an analysis of their creation of stories in terms of asynchrony to the story settings in the instructions. Stories were categorized by problem-solving structure, and divided into 4 categories of type of solution: positive or negative × do by oneself or by/with other, those with failed solutions, and other. 3 groups of solution structures were classified as to whether cognition of the problem was included in the introduction and in terms of the creation of new problems. Significant differences were found among school grades in the type of solution and in the solution group. Sex differences were found only in 6th grade pupils. Except for the 6th grade boys, the older children tended to use positive cooperation solutions, and solutions with others' help. Many stories by the 6th grade boys showed destructive expressions. Moreover, the older children, especially the girls, depended more than the younger children did on the figures and problems in the original settings.View full abstractDownload PDF (2087K) -
Developmental Process of the Attitude Toward Life From: the Viewpoint of Interpersonal RelationshipsNORIKO TAKAI1999 Volume 47 Issue 3 Pages 317-327
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined, from the viewpoint of interpersonal relations, how one's attitude toward life develops with age. Participants were 1, 695 men and women, from 18 to 88 years old. Close-mindedness, defensiveness, reliance on others, and self-centeredness tended to diminish with age. Conversely, acceptance of others and a positive attitude toward one's true self strengthened with age. Acceptance of others tended to be more conspicuous in women than in men. People with greater close-mindedness and defensiveness had little self-worth, low self-acceptance, and low self-esteem, and had trouble finding a purpose or meaning in life. People capable of accepting others had a stronger intentionality to meaning and more self-imposed tasks, and were successful in finding a meaning and self-worth in life. Those with high ratings on true self showed independent attitudes. This was especially so for women past middle age. Socially active people had low ratings on the close-minded dimension, low reliance on others, low self-centeredness, high true-self ratings and high acceptance of others.View full abstractDownload PDF (1997K) -
JUN MINAGAWA1999 Volume 47 Issue 3 Pages 328-334
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe effect on concept mapping of instructions to make linking labels was examined using the atom unit of senior high school chemistry. 64 randomly selected students were divided into two groups. Both groups were given 14 chemistry concepts and told to make concept maps, but only one group was instructed to make linking labels. Multiple-choice tests with 12 equivalent items were given to the students before and after the mapping. After the pretest, students in each group were reassigned into two groups according to their scores on a test administered before the pretest. A 2-factorial analysis of covariance was carried out to find the interaction between differences due to the instruction to make linking labels and scores on this test. In the uninstructed condition, the mean ANCOVA score and scores on this test were consistent, whereas in the condition instructed to make linking labels, the students with lower scores on this test improved as much as the students with higher scores.View full abstractDownload PDF (1063K) -
Development of a Stressor Scale for Student TeachersSHIGEKI SAKATA, WAKAHO OTOYAMA, TAKESHI FURUYA1999 Volume 47 Issue 3 Pages 335-345
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe frequency and intensity of 34 stressful events were rated by 157 student teachers once a week during the practicum. The student teachers also took the Psychological Stress Responses Scale-50: revised (PSRS-50R), a positive feeling scale, and a physical responses scale. Item analysis revealed that 33 items grouped in 5 stressor categories: Fundamental task, Working conditions, Interactions with cooperative teachers, Interactions with pupils, and Interactions with other student teachers. Early in the practicum, Working conditions, Interaction with cooperative teachers, and Interactions with pupils affected multiple psychological stress responses. But in the middle of the practicum, responses were not commonly affected by stressors. Near the end of the practicum, only Fundamental task and Interaction with cooperative teachers had an effect. These findings suggest that the Stressor Scale for Student Teachers was useful for evaluating the functions of stressors over time, and for estimating the complex effects of stressors on student teachers' psychological stress responses.View full abstractDownload PDF (1844K) -
Cues Used by ForeignersHIROKO ITO, YUICHI WADA1999 Volume 47 Issue 3 Pages 346-353
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSUsing a free recall method, the present study examined characteristics of kanji (Chinese characters) representation in foreign learners of Japanese who had no background in kanji. Foreigners at different levels of knowledge of kanji (beginner, intermediate, advanced) and Japanese natives were asked to write as many kanji as possible in 15 minutes. The participants were then questioned about what cues they had used to retrieve the kanji from their memory. Beginners used graphical cues more than semantic cues. Participants with greater kanji proficiency increasingly used semantic cues more than graphical cues. The results were discussed in terms of the change in the accessibility of the direct links between conceptual representations and related lexical representations in a second language. Furthermore, components of kanji smaller than radicals were used by foreigners more often than by Japanese natives. Only foreigners used graphical cues that were distinct from the orthodox stroke-based units of kanji characters. These findings seem to indicate that graphical representations of kanji by foreigners are different from those of persons for whom Japanese is the first language.View full abstractDownload PDF (1440K) -
TORU GOUSHIKI1999 Volume 47 Issue 3 Pages 354-363
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate how children understand minds, by comparing their understanding of self-mind with other-mind. In Experiment 1, 63 kindergartners (3-, 4-, and 5-year-old children) compared 3 tasks equivalent to Perner, Leekam, and Wimmer's (1987)“Smarties” tasks: a standard task, a situation-change task, and a multiple-meaning-figure task. In Experiment 2, 28 kindergartners (3-and 4-year-old children) compared the multiple-meaning-figure task with a false-belief task (Wimmer & Perner, 1983). The results of these experiments showed that children understand self-mind and other-mind in the same developmental period. This therefore supports the “theory theory” which claims that mind is a representation, and that the understanding of minds is an operation of representations according to a theory of mind. It was suggested that perceptual factors and children's knowledge influence operations of representation when children-understand minds.View full abstractDownload PDF (1756K) -
MANABU KUROSAWA1999 Volume 47 Issue 3 Pages 364-373
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSAlthough recent studies show that vocabulary size is important in reading, acquisition of vocabulary in foreign languages is not studied as much as is syntax. The present paper proposes that acquisition of foreign language vocabulary should be regarded as concept learning. In Experiment 1, 90 Japanese participants were presented with English words (English as a foreign language, or EFL words), and familiar and unfamiliar Japanese equivalents. The participants were assigned randomly to a derivation inference condition, image generation condition, or frequency judgment condition. Recall of unfamiliar Japanese equivalents of the English words was best when participants were instructed to infer whether 2 meanings of an English word were derived from 1 etymological root. Experiment 2 interpreted this result from the viewpoint of Glucksberg et al.'s (1997) class inclusion hypothesis. Rated naturalness of class inclusion statements that were constructed from 2 Japanese equivalents correlated significantly with the degree of recall of English words in Experiment 1. Implications for vocabulary education and vocabulary acquisition research were discussed.View full abstractDownload PDF (1851K) -
Focusing on Daily UpliftsMIKI TOYAMA, SHIGEO SAKURAI1999 Volume 47 Issue 3 Pages 374-382
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present study was to investigate the alleviation effect of daily uplifts (positive incidents) on the stress responses of college students. A new “Daily Hassles and Uplifts Scale” was designed and administered along with the Stress Response Scale, in order to examine the effect of daily hassles and uplifts on the stress responses of college students. The Daily Hassles and Uplifts Scale is composed of 40 items; factor analysis revealed that it consists of 6 factors: Hassles in Relation to Oneself, Hassles in Personal Relations, Hassles in College Life, Hassles in Private Life, Uplifts (positive incidents) in Relation to Oneself, and Uplifts in Personal Relations. Multiple regression analysis supported previous results that showed that an increase in daily hassles harms health. The present study also found that an increase in daily uplifts promotes health.View full abstractDownload PDF (1435K) -
KANA YAMAUCHI1999 Volume 47 Issue 3 Pages 383-392
Published: September 30, 1999
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe Many-facet Rasch Model (MFRM) and the analysis of variance model (ANOVA) were applied to ratings by 10 graduate students on 5-point scales of 5 aspects of summaries of 25 theses submitted in support of the bachelor's degree in educational psychology. Both models detect idiosyncratic ratings by using residual scores. The results indicated that the residuals in the 2 models were highly correlated, although there was some difference between the models in sensitivity to certain types of idiosyncrasy. A high correlation was also found in simulated data with varying degrees of model fit. In the actual data, the thesis-by-rater interaction was substantial; this was not taken into account in the preceding comparison. Application of the ANOVA model with that interaction led to detection of some idiosyncratic ratings that had been overlooked in both the Many-Facet Rasch Model and the main-effect ANOVA model. Flexibility in incorporating such interactions in the model, the number of raters needed for analysis, and the availability of software all favored the ANOVA model.View full abstractDownload PDF (1683K)
- |<
- <
- 1
- >
- >|