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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 4
Displaying 1-12 of 12 articles from this issue
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Paired-Associate Learning of Characters and English TranslationsYOKO KUWABARA2000 Volume 48 Issue 4 Pages 389-399
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the effect of imagery mediation strategy on paired-associate learning of “kanji” (Chinese characters in the Japanese language). The participants were Japanese-language learners from non-kanji-using countries who had no previous experience with learning kanji. In Experiment 1, imagery mediation strategy and rote rehearsal were compared in terms of test-time and shape-imagery of the kanji. The results showed that imagery mediation strategy was more effective than rote rehearsal. Also, the number of correct cues recalled for high shape-imagery kanji was larger than for low shape-imagery kanji. In Experiment 2, 3 groups were compared: an imagery mediation by picture (explicit encoding) group, an imagery mediation by imagery instruction (implicit encoding) group, and a non-imagery mediation group. The 3 groups showed different tendencies in terms of the number of correct cues recalled, according to shape imagery. The results of the present study were discussed in terms of the role of imagery in paired-associate learning.View full abstractDownload PDF (1889K) -
Dichotic Listening Test of Preschool ChildrenKENJI MINAMI, YOKO TERAMI2000 Volume 48 Issue 4 Pages 400-409
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSOne purpose of the present study was to see whether there is any relation between dichotic listening performance and verbal abilities. A verbal dichotic listening task and 5 subtests of the Illinois Test of Psycholinguistic Abilities (ITPA) were completed by 108 right-handed preschool children. Multiple regression analyses revealed 2 significant relations between the right ear advantage (REA) and verbal abilities in the youngest group of children: (1) a positive relation between the right ear advantage and the Verbal Expression subtest, and (2) a negative relation between the right ear advantage and the Grammatic Closure subtest. These results imply that (1) children who have high scores on the Verbal Expression subtest tend to be strongly lateralized for verbal function, and (2) children who have high scores on the Grammatic Closure subtest seem to be less strongly lateralized for verbal function. The other purpose of the present study was to investigate developmental changes in the degree of right ear advantage. However, no age-related changes in the magnitude of the right ear advantage were found in these preschool children.View full abstractDownload PDF (1671K) -
TAKAHIRO OKAYASU, IWAO TAKAYAMA2000 Volume 48 Issue 4 Pages 410-421
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the psychological stress of victims and bullies in junior high school, in order to consider how to prevent bullying and improve the mental health of both groups of youngsters. Questionnaires assessing the frequency of involvement in bully/victim problems at school, a stress response scale, and a school stressor scale were completed anonymously by 6,892 junior high school students. The following results were obtained: (a) Pupils could be categorized as “relational victims,” “relational and overt victims,” “relational bullies,” “relational and overt bullies,” and “other.” (b)“Relational and overt victims” reported the highest stress symptoms; “relational victims” showed especially depressive-anxious moods, and both types of victims experienced stressful events most frequently in relation to their academic achievement, and felt that these events were aversive.(c) Many “relational and overt bullies” complained that they had extremely irritable-angry and helpless moods, and they were dissatisfied with their relations with their teachers. Finally, some ideas were discussed for improving the mental health of both victims and bullies; the problem of how to assess bullying status was also discussed.View full abstractDownload PDF (1909K) -
Measurement of Second Language Anxiety in the Target Language EnvironmentSHIZUKA MOTODA2000 Volume 48 Issue 4 Pages 422-432
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to construct a scale to measure the anxiety of Japanese language learners in Japan. Students from various countries who were studying Japanese as a second language at 18 universities in Japan took the Japanese Language Anxiety Scale (JLAS) about their language anxieties in their language classrooms and in other settings. Test materials were prepared in Japanese, English, Chinese, and Korean. Results of factor analysis revealed that in-classroom anxiety (23 items) was composed of 3 factors: tenseness during speaking activities, anxiety about coping with unclear situations, and worry about general low proficiency in Japanese. Anxiety outside-the-classroom (22 items) was also composed of 3 factors: anxiety about communication with Japanese people, worry about general low proficiency in Japanese, and tenseness in formal situations. The reliabilities of the scale were sufficiently high. Scores on the scale were positively correlated with Leary's Social Anxiety Scale, and negatively correlated with MacDonald's Tolerance of Ambiguity Scale, and with confidence on a Japanese proficiency scale. These results supported the validity of the Japanese Language Anxiety Scale.View full abstractDownload PDF (1949K) -
YUKIKO NISHITA2000 Volume 48 Issue 4 Pages 433-443
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to clarify the effects of diverse life-style factors in adult women (age 25-65) on multidimensional psychological well-being. In Study 1, a theoretically grounded scale was constructed to measure psychological well-being; its reliability and validity were supported. Originally proposed by Ryff, the scale consists of 6 dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. In Study 2, life-style factors were investigated in relation to these dimensions of psychological well-being. The main results are as follows: (1) Participation in work and social activities affected psychological well-being in differentiated ways. Especially, social activity, which is rarely emphasized in the empirical literature, has an important effect on women's psychological well-being throughout adulthood.(2) Attainment of role performance (e. g., as wife, mother, worker, or social activist) was related differently to psychological well-being, depending on the age of the participant. Therefore, the quality of each role is important across each life cycle of adult women.View full abstractDownload PDF (2018K) -
JUNKO ENOMOTO2000 Volume 48 Issue 4 Pages 444-453
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the need for friends, and the relation between the need for friends and emotional feelings toward friends and activities with friends. A total of 896 junior high school, senior high school, and university students completed a questionnaire about these 3 aspects of friendship. Factor analysis revealed 3 Needs: “Need for mutual respect,” “Need for affiliation,” and “Need for conformity.” At every level in school,“Need for affiliation” had a high score, and “Need for conformity,” a low score; “Need for mutual respect” increased with school level. The relation among the 3 aspects was analyzed by multiple regression analysis based on a model that emotional feelings toward friends influence the need for friends, and that the need for friends influences activities with friends. The major findings were that the emotions of reliance/stability and anxiety were related to all Needs factors, and the Need for affiliation related to every activity. The results were discussed in terms of the relation among needs, emotions, and friendship activities.View full abstractDownload PDF (1926K) -
MIKI TOYAMA, SHIGEO SAKURAI2000 Volume 48 Issue 4 Pages 454-461
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purpose of the present study was to investigate the relationship between self-perception and mental health. The results confirmed the positive and negative illusion phenomena that had been found in adolescents. On the basis of those prior results, a Self-Perception Scale was constructed. Participants in the present study were 110 men and 133 women from postsecondary educational institutions. The results of the present study in relation to positive and negative illusion phenomena are similar to those of Toyama (1999). The present study also found that self-perceptions were related to mental health. People with self-enhancement tended to show better mental health, whereas people with self-effacement, in the form of seeing oneself as average, showed as good mental health as people with self-enhancement only where negative illusion phenomena were shown. Inversely, people with self-effacement showed as poor mental health as people with self-devaluation when positive illusion phenomena were shownView full abstractDownload PDF (1218K) -
MIKA HIRAI2000 Volume 48 Issue 4 Pages 462-472
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study aimed at an experimental confirmation that people are seriously concerned with both their own and others' benefits in situations where those two types of benefits are incompatible. 9 stories of dilemmas involving clashes of their own and others' benefits were constructed. The independent variables were the seriousness of the situation and the identity of the target figure, with 3 levels of seriousness (high, intermediate, and low) and 3 kinds of others (family members, friends, and general others). A total of 63 college students (29 males and 34 females, 18-23 years old) were asked to solve dilemmas while thinking aloud, thinking,“if I were...”. An analysis of the protocols showed that the participants were concerned about the benefits for both themselves and others, and differentiated who the target person was in each of the dilemmas, and also to what degree each of the issues was serious for them. In the context of the present results, the meaning of mental negotiations between selves and others was discussed.View full abstractDownload PDF (1923K) -
HITOSHI KANEKO2000 Volume 48 Issue 4 Pages 473-480
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined paranoid-like ideation from the perspective of self-reference in adolescence. In the first study, a scale was constructed to assess self-reference tendency in university students. Undergraduates (94 men, 116 women, and 2 unknown) completed a questionnaire. The scale, consisting of 12 items, was constructed, and reliability and construct validity were investigated. A single factor accounted for a substantial portion of the variance in the scale. In the second study, 465 high school students (237 males, 224 females, and 4 unknown) and 206 undergraduates (85 males, 117 females, and 3 unknown) completed questionnaires including scales measuring self-reference tendency, other-consciousness, individual and social orientation (Ito, 1993), and self-esteem. The undergraduates scored higher than the high school students on self-reference tendency. Regression analysis showed that the tendency to self-reference was related to other-consciousness and self-esteem in male undergraduates, whereas it was related to other-consciousness and individual orientation in high school students and female undergraduates. These results indicate that people report feeling paranoid-like ideation more in late adolescence than in early adolescence. It was suggested that the tendency to self-reference could be an expression of concern about others.View full abstractDownload PDF (1505K) -
KOJI KOMATSU2000 Volume 48 Issue 4 Pages 481-490
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to explore characteristics of daily conversations between the preschoolers and their mothers about the children's experiences at preschool, from the viewpoint of the mothers. Participants were 581 mothers whose children were attending preschool. The mothers' beliefs about the functioning of their conversations (information collection, education and support, sharing of experience) and the mothers' role in the conversations (questioning, comfort-giving, and so on) were examined by means of a questionnaire. The results indicated that the mothers of 3-year-olds attached more importance to information collection in their conversations with their children than did mothers of 5-year-olds, although many mothers set relatively high valuation on the functioning of the conversations. Mothers' reports also suggested that they asked more questions and gave more advice to their eldest child. Further, significant positive correlations were obtained between some items concerning the mothers' role in the conversations and 3 scales of belief about the functioning of the conversations. These results imply that conversations about the children's experiences at preschool have practical meaning and functioning for the children's mothers, and are a point of contact between the preschool and the home.View full abstractDownload PDF (1771K) -
Individualized Instruction by Interactive ModelingRIE UEKI2000 Volume 48 Issue 4 Pages 491-500
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the field of educational psychology, many findings have shown that “intrinsic motivation” and “understanding centered learning” were desirable attitudes that enhanced learning. The present study examined a teaching method for implementing these findings in practice in individualized instruction of an elementary school sixth grader with a learning disorder. In this case, the boy's motivation came from his expressed intention: “I want to be able to use subtraction for some real purpose.” The enhancement of his motivation, task-oriented motivation (learning subtraction in the training setting), and the acquisition of subtraction procedures were conducted as part of training, with the goals being for him to be able to subtract, and then to understand the process. During instruction, an intervention technique called “Interactive Modeling” was developed and tried. Interactive modeling is a new educational intervention method that teaches the learner to become aware of error patterns, and prompts the learner to correct them while the teacher and the learner are observing each other. As a result of this intervention, the student was able to learn quickly how to do subtraction, and gradually came to be interested in the meaning of the procedure of subtracting. At the same time, because the student was taught during the modeling how to control his anxieties when working on solving problems, he became able to concentrate on the problems and work patiently.View full abstractDownload PDF (1688K) -
MAKOTO ARIKAWA, SHUNICHI MARUNO2000 Volume 48 Issue 4 Pages 501-511
Published: December 30, 2000
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated effective methods of teaching tool-using skills to junior high school students. Students participating in the study were having difficulty using tools. The relative effectiveness of 3 types of instruction for helping the students improve working skills was analyzed by a comparison of 3 groups of participants. In the first method, 21 students were told how to use the claws of a hammer, and given a demonstration. In the second method (22 students), charts and pictures illustrating the laws of leverage were explained simply, and a demonstration was given. The third method (21 students) included the second method plus immediately having the students practice pulling nails. When the 3 groups were compared, the results showed that participants in the third group improved their skills the most. This group was also able to transfer the skill to other tools that use the laws of leverage, such as a sheet metal cutter, even though the appearance of those tools is quite different from the tool the participants were trained on. The explanation of the laws of leverage was effective, but immediately allowing the students to work with actual tools was an even more effective method of instruction.View full abstractDownload PDF (1946K)
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