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Volume 48 (2000)
- Issue 4 Pages 389-
- Issue 3 Pages 255-
- Issue 2 Pages 109-
- Issue 1 Pages 1-
Volume 48, Issue 3
Displaying 1-12 of 12 articles from this issue
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Do Young Children Understand the Causal Relation of Trait, Motive, and Behavior?YUKI SHIMIZU2000 Volume 48 Issue 3 Pages 255-266
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined whether 3-to 6-year-old children understand trait-motive-behavior causality, and whether they know that traits cause behaviors over situations. Children listened to stories each of which included a motive, behavior, and an outcome. They then labeled the main character's chief trait, and predicted the character's behavior in a different context. The results showed that 3-and 4-year-olds understood trait-motive-behavior causality, but their understanding was not as complete as that of 5-and 6 -year-olds. Children over the age of 5 understood that traits cause behaviors over situations, but only the 6-year-olds in the present study understood this completely. It was also suggested that a recency effect was observed in these young children's trait inference.View full abstractDownload PDF (2072K) -
AKI BABA, KENSUKE SUGAWARA2000 Volume 48 Issue 3 Pages 267-274
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to construct a Drive for Thinness (DFT) Scale, and to ex amine the effects of psychological factors on the drive for thinness. In the present study,“drive for thinness ” was a defined as a psychological desire to lose weight and a motive for dieting. 500 adolescent women responded on the Drive for Thinness Scale and another questionnaire. The reliability and validity of the Drive for Thinness Scale were verified. The results showed that drive for thinness was positively correlated with a sense of gain and loss in one's own body, being praised, and sex-role acceptance, and negatively correlated with self-esteem and feelings of stress. These psychological factors influenced the drive for thinness via the sense of merit about losing weight. Three channels that heighten women's drive for thinness were discussed.View full abstractDownload PDF (1397K) -
Global Error and Local ErrorJUNKO NISHIGAKI2000 Volume 48 Issue 3 Pages 275-283
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSWe prepared 2 error detection tasks, one involving global errors, that is, errors related to core information about the overall content, and the other, local errors, or errors relating to information peripheral to the main content. The second experiment included a doze test, in which participants had to fill in an appropriate word, basing their choice on information in the context of the deleted word. Fourth, fifth, and sixth graders participated in 2 experiments in which they tried to find inconsistencies in texts. Children with high doze test scores detected more errors, which suggests that the ability to interpret a sentence in terms of its context is related to error detection. Global-error detection was easier than local-error detection, which suggests that core informtion about the content, which is connected to much other information in the text, is easier to retrieve than more peripheral information. Fourth graders, however, showed no difference between the 2 error detection tasks. Moreover, cloze test scores did not completely explain the age difference in global-error detection rate. These results suggest that both the ability to interpret a sentence according to its context, and the ability to generate macrostructure that is easy to retrieve, develop in late childhood.View full abstractDownload PDF (1493K) -
ETSUKO KAMIMURA, TOSHINORI ISHIKUMA2000 Volume 48 Issue 3 Pages 284-293
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the relation between types of teachers' support and how support is perceived by mothers of children with special educational needs. A questionnaire asking about mothers' perception of teachers' support and the decision to work together was given to 199 mothers of children attending regular classes, and 63 mothers of children with learning disabilities. Factor analysis of the data resulted in classification of teachers' support into 3 types: instrumental, emotional, and instructive. For the mothers of children in the regular classes, instrumental and emotional support were considered to be more helpful than instructive support. The mothers of children with learning disabilities perceived instrumental support as most helpful, followed by emotional support, and, as with the other mothers, instructive support was least appreciated. The study suggests that teachers' support of mothers of children with learning disabilities would be more effective if it included not only emotional support, but also instrumental support of the teachers' working together with the mothers.View full abstractDownload PDF (1649K) -
TOMOKA TAKEUCHI, MAKI INUGAMI, KANEYOSHI ISHIHARA, KAZUHIKO FUKUDA2000 Volume 48 Issue 3 Pages 294-304
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSInsufficient sleep affects mood and behavior, and, in students, may lead to secondary problems at school such as performance failures and lapses. In order to consider the possibility of preventing sleep disorders, we constructed 3 scales to examine the sleep hygiene of undergraduates. Varimax factor analyses performed on the data from 2347 undergraduates resulted in the extraction of 3 internally consistent (PCA) factors: a Phase-related factor (“regular-irregular sleeper,” and “morningness-eveningness”); a Qualityrelated factor (“good-poor sleeper”); and a Quantity-related factor (“long-short sleeper”). Cluster analysis was performed based on the first principal component score in each scale. We then classified the students into 6 groups, based on their sleep-habit profile on the 3 factors. 4 of the 6 groups obtained by this analysis showed sleep problems that could be interpreted as potential sleep disorders defined by standard diagnostic criteria, such as Insufficient sleep syndrome, Sleep state misperception, and Circadian rhythm disorders. Such undesirable sleep hygiene in undergraduates might cause sleep disorders later in their lives. The results also revealed a significant gender difference in sleep patterns. The relation of biological factors to sleep patterns was also discussed.View full abstractDownload PDF (1937K) -
MIZUKI YAMAZAKI, NAOKI KURAMOTO, SHUN-YA NAKAMURA, TSUYOSHI YOKOYAM2000 Volume 48 Issue 3 Pages 305-314
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSFollowing up on Yamazaki, Taira, Nakamura & Yokoyama (1997), the present study examined the relation between Asian students' attitudes toward the Japanese people and other ethnic cultures, and factors affecting attitudes. The attitude formation model used was developed in terms of ethnicity. Participants in the study-399 Asian students at Japanese language schools in Japan-rated constructs such as attitudes toward the Japanese, attitudes regarding other ethnic cultures, friendships, experiences, and feeling about Japanese respect for their own ethnicity. The main findings were as follows: (1) students' cognition of Japanese respect for their own ethnicity played a crucial role in the development of positive attitudes toward the Japanese and other cultures; (2) Chinese students, more than Korean students, felt that Japanese were more interested in their own ethnic culture, and these students also had comparatively more favorable experiences, friendships with Japanese, and positive images of the Japanese people; (3) compared to Asian university students in Japan, Asian language school students had fewer positive experiences, more negative experiences, and a lower intention to interact with Japanese people and people from other cultures.View full abstractDownload PDF (1894K) -
Processing Phonological InformationYURIKO KAYAMOTO2000 Volume 48 Issue 3 Pages 315-322
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the present study, adult native speakers of the Chinese language who had learned and used the Japanese language for 2 to 3 years (advanced level) and for more than 10 years (superior level) read Japanese characters (“kanji”) aloud. Those kanji whose pronunciation in Japanese was similar to that in Chinese were read by the former group (but not the latter) faster than kanji that had dissimilar pronunciations in the 2 languages. Japanese kanji can be read with an “on-yomi”(taken from Chinese) pronunciation, or with a “kun-yomi”(native Japanese) pronunciation. Both advanced-and superior-level speakers read the on-yomi pronunciation of the kanji more quickly than the kun-yomi pronunciation. This was interpreted as the result of activation of the Chinese pronunciation by the visually presented kanji. It was suggested that in the mental lexicon, information about the Japanese pronunciation and the Chinese pronunciation are connected by a Chinese character (“kanji”).View full abstractDownload PDF (1335K) -
MIYUKI KAZUI, TOSHIHIKO ENDO, AKIKO TANAKA, HIROKO SAKAGAMI, MAKI SUGA ...2000 Volume 48 Issue 3 Pages 323-332
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine intergenerational transmission of attachment between 50 Japanese mothers and their preschool-age children. The mothers' present state of mind with respect to attachment was assessed using the Adult Attachment Interview (AAI); their children's level of attachment security was measured using the Attachment Q-set (AQS). The results indicated that the children of secure mothers had the highest security scores on the AQS, while the children of unresolved mothers had the lowest AQS scores. Moreover, secure mothers' children were likely to interact positively with their mothers as well as with strangers, and their emotion regulation was positively organized. In contrast, the children of unresolved mothers acted negatively with their mothers and with strangers, and their behavior was disorganized. Children of dismissing and preoccupied mothers did not show marked differences. The present study is the first non-Western sample documenting empirically the association between the AAI and the AQS. Future research should ascertain the validity of the AAI and the AQS with Japanese samples, and should examine the role of familial/social influences on the development of attachment.View full abstractDownload PDF (1820K) -
A Line Graph Helps Readers to Build a Situation ModelKEIKO IWATSUKI2000 Volume 48 Issue 3 Pages 333-342
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the effects of a graph on undergraduates' comprehension of an expository text. In Experiment 1, undergraduates who knew little about the domain of the text read 1 of 3 versions of a text concerning digitization which contained either a line graph representing an example of digitization (Graph Group), a verbal description of the example (Verbal Description Group), or no example (Control Group). The Graph Group performed better than the other 2 groups on a transfer test that required deep understanding, but did not have significantly better scores on retention of the text. The results suggest that a graph would be more likely than verbal description to enable readers to build a situation model. Futhermore, in Experiment 2, readers who received a text that had verbal description adding more information from the graph did not perform as well as Graph Group. These findings suggest that the Graph Groups benefited from information in the graph when they built the situation model, whereas, because of the cognitive burden, the Verbal Description Group could not use the verbal description well enough to enable them to elaborate a representation.View full abstractDownload PDF (1768K) -
KEIKO KOSAKA, AKIRA YAMAZAKI2000 Volume 48 Issue 3 Pages 343-351
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the effects of working memory (WM) capacity on text comprehension in preschoolers. Based on the results of a Listening Span Test, 41 children 5 to 6 years old were placed in a low or high working-memory group. Sentence Verification Technique tests (SVT) were used to assess the children's comprehension of text. To investigate whether the responses to the distractor of the children with low working memory reflected word recognition or inference, the children were tested with 2 forms of the distractor: Distractor-A with the word presented in the Sentence Verification Technique test, and Distractor-B, without it. Integration was assessed by local/global inference questions. The results were as follows: The children with low working memory replied to Distractor-A as incorrectly as they did to Distractor-B. Furthermore, they failed to make correct responses to global inference questions. The findings implied that although children with low working memory constructed inferential representations during listening, they failed to grasp the gist of the text. Global inference was positively correlated with local inference, Distractor-A, and Distractor-B; working memory capacity was positively correlated with global inference, Distractor-A, and Distractor-B. The results suggest that global integration may be followed by grasping the gist of text, and that working memory capacity may strongly affect the comprehension of higher levels of text.View full abstractDownload PDF (1528K) -
Developmental ChangeTAKESHI SUGIURA2000 Volume 48 Issue 3 Pages 352-360
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to investigate the relation between 2 affiliation motives-sensitivity to rejection and affiliative tendency-and interpersonal alienation, and also to investingate developmental and gender differences in this relation. Questionnaires on affiliation motives, interpersonal alienation, and ego identity were completed by 366 junior high school students, 528 senior high school students, and 233 university students. The results revealed a highly positive relation between affiliative tendency and sensitivity to rejection. In spite of this result, affiliative tendency was negatively related to interpersonal alienation: on the other hand sensitivity to rejection was positively related to interpersonal alienation. Gender and developmental differences were also found:(1) Female subjects' sensitivity to rejection was negatively correlated with age.(2) Sensitivity to rejection and interpersonal alienation were negatively correlated in male junior high school student, but positivel correlated in male university students.(3) Affiliative tendency and sensitivity to rejection showed a higher positive correlation in junior high school students than it did in high school or university students. The results of the present study suggest that changes in these 2 affiliative motives are developmental tasks that maintain adaptive interpersonal relations.View full abstractDownload PDF (1634K) -
Suggestions and Discussion through Cases of Cognitive CounselingSHINICHI ICHIKAWA2000 Volume 48 Issue 3 Pages 361-371
Published: September 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSCognitive counseling is a type of practical research that links cognitive studies with education for the purpose of counseling and tutoring school children about learning. In cognitive counseling, learners are urged to give verbal descriptions of concepts, diagrams, and procedures and to use this method as a learning strategy. The present paper describes some cases of junior high school students' usual learning behavior, in order to show that such a strategy is rarely employed by these students. It is argued that verbal description is effective for making learners' states of comprehension clear, and for improving their communication skills. The theoretical background of this approach lies in theories of concept acquisition and propositional representation in cognitive psychology. Several examples from mathematics and physics tutoring are described in detail. Finally, we discuss how to promote learners' verbal description not only in classes but in examinations, and we review critically some counterarguments.View full abstractDownload PDF (1751K)
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