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Volume 49 (2001)
- Issue 4 Pages 401-
- Issue 3 Pages 265-
- Issue 2 Pages 129-
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Volume 49, Issue 1
Displaying 1-12 of 12 articles from this issue
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A Longitudinal Analysis of Japanese Children From First to Fifth GradeNOBORU TAKAHASHI2001 Volume 49 Issue 1 Pages 1-10
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe relationship between reading ability and other skills that are components of reading ability was analyzed longitudinally in the present study. The children who were participants in the study were attending public school in Osaka, and had participated in a previous 2-year longitudinal study (Takahashi, 1996a). They participated in the study while in the first, third, and fifth grades. At the end of first grade, the speed of naming hiragana words was quicker in those children who had acquired the skill of reading hiragana script before entering school than in children who had learned it in school; naming speed strongly determined the children's reading comprehension. As the children became older, the differences among the children in naming speed diminished, and the relationship of speed to comprehension also became weak. When the children were in the fifth grade, the speed of naming kanji words was not related to reading comprehension. That is, the efficiency of processing at the level of encoding did not determine the children's reading ability when they were in the fifth grade. The size of their vocabulary had, on the other hand, a continuously strong influence on reading comprehension, which could be explained by reading comprehension in the third grade. Reading ability and vocabulary had, therefore, a reciprocal relationship: elementary school children increased their vocabulary through reading, and the strength of their vocabulary determined their reading comprehension.View full abstractDownload PDF (1853K) -
TAKUMI IWAO2001 Volume 49 Issue 1 Pages 11-20
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present research was to examine the effect on writing of using a hierarchical concept map, which is a kind of diagrammatic external representation, in prewriting. Participants were 96 undergraduate women. The effect of working with an external representation in planning writing was examined by comparing participants who used lists that were sentential external representations and participants who used no prewriting and wrote by a knowledge-telling strategy. Also examined was the effect of causal relations that had been expressed in prewriting which appeared in the written product. The written products of participants who used external representation in prewriting were quantitatively and qualitatively more excellent than those of participants who did no prewriting. When participants who did prewriting were compared, those in the concept map group who used a diagrammatic external representation for their prewriting were able to produce more understandable writing in a shorter time than those in the listing group.View full abstractDownload PDF (1734K) -
TERUO YAMASAKI2001 Volume 49 Issue 1 Pages 21-30
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research investigated whether analogical problem-solving is facilitated when abstract knowledge is presented as a lesson in cover stories. In Experiment 1, participants (120 male and 95 female university students) were given 1 of the following a convergence story only (control condition), a convergence story plus abstract knowledge presented as a lesson (lesson-principle condition), a convergence story plus abstract knowledge presented as a problem-solving method (method-principle condition), and a convergence story plus the suggestion that the story indicated certain lessons (lesson-only condition). Then participants attempted to solve the convergence problem. The results showed that the percentage of correct answers by spontaneous analogy under the lesson-principle condition was significantly higher than that obtained under any of the other conditions. These results suggest that the presentation of abstract knowledge as a lesson facilitates spontaneous analogy. In Experiment 2, in which participants (162 male and 16 female university students) were required to draw a conclusion from a lesson when given the same base domain as the lesson-only condition in Experiment 1, the percentage of correct answers by spontaneous analogy was close to that obtained under the lesson-principle condition.View full abstractDownload PDF (1967K) -
TAKAHIRO HOSHINO, TAKAMITSU HASHIMOTO, KAZUO SHIGEMASU2001 Volume 49 Issue 1 Pages 31-40
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present article proposes Bayesian inference for multiple group factor analysis, via a Gibbs sampling algorithm. When this method is used, a significance test for the difference of factor means between groups and a test for linear contrast can be done to determine whether a point hypothesis is in the Bayesian canfidemce interval of the posterior distribution. Baysian inference is not used in research in educational psychology because of its arbitrariness in the selection of the prior distribution. However, all the methods described in the present article can be done with a noninformative prior distribution, thus excluding subjectivity. As a result, researchers will be able to use Bayesian inference easily and objectively. In order to compare the proposed method with a X2 asymptotic likelihood test in terms of their respective power, 1400 simulation data sets for N=160 and N=80 were generated. The proposed method has some advantages over the X2 test in that control of Type-1 errors is complete with small-sized samples, and also in that the Haywood case problem does not occur. The proposed method was used to analyze the relationship of age and intelligence as measured by the WAIS-R, and a composite hypothesis was evaluated.View full abstractDownload PDF (1580K) -
Attitude and Ability Differences in Relation to Academic Level and MajorYASUSHI MICHITA2001 Volume 49 Issue 1 Pages 41-49
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were to examine the extent to which university students show critical thinking abilities and attitudes in reading non-academic materials, and to explore the possible correlation with academic level (freshman vs. senior) and major (scientific vs. non-scientific). 80 university students read 3 materials containing fallacious before-and-after arguments, and were asked to provide their comments and/or opinions. The data were used to determine their critical thinking attitudes. The students then commented again on the same materials after being instructed to point out any logical problems with them; the results were analyzed to infer their critical thinking abilities. The results showed that (1) 88 of the 240 answers (36.7%) were categorized as displaying critical thinking abilities; (2) in the condition with no instruction to think critically, only a few (22.7%) of the 88 responses showed ciritical thinking attitudes; and (3) no consistent effects of academic level or major were discovered. The results suggest that the majority of the students did not read these non-academic materials from a logical point of view, but rather read them from a viewpoint of plausibility, or of what the students believed. These results should be considered by educators whose goal is to develop university students' critical thinking abilities and attitudes.View full abstractDownload PDF (1557K) -
YASUHITO SHIMADA2001 Volume 49 Issue 1 Pages 50-59
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the ability of youth with mild mental retardation and children without retardation (good readers and poor readers) to use relational and item-specific information on a memory task. The experiment used approximately the same procedures as Hunt, Ausley, and Schultz (1986) ; the experimental design was 3 (types of subjects)×2 (orienting tasks: theme sorting, sorting for pleasantness)×3 (size of sentence set: 2, 4, or 6). Analysis of the recall data showed a significant interaction between the orienting task and set size. In other words, recall of 2-sentence sets was superior following theme sorting, compared to pleasantness sorting. We concluded that list presentation enhanced the encoding of itemspecific information; that theme sorting enhanced the encoding of relational information; and that an interaction was generated by these 2 types of information. Further, we also concluded that youth with mild mental retardation could make effective use of relational and item-specific information on memory tasks.View full abstractDownload PDF (1846K) -
TAKAYUKI ISHIKAWA, ICHIRO UCHIYAMA2001 Volume 49 Issue 1 Pages 60-68
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSInfluences of both empathy and role-taking ability on guilt feelings were investigated in a study in which participants were 5-year-old preschoolers. Guilt feelings were induced by manipulating interpersonal situations and rule-breaking situations. 100 preshoolers were assessed on the following indices: guilt, empathy, and role-taking ability. Guilt was measured in terms of “feeling sorry”; empathy, by the Affective Situation Test ; and role-taking ability, by Selman's Task. The results indicate that empathy influenced guilt feelings in the interpersonal situation, and role-taking ability affected guilt feelings in the rule-breaking situation.View full abstractDownload PDF (1473K) -
BANJOU SASAKI2001 Volume 49 Issue 1 Pages 69-80
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to develop a scale for measuring junior high school students' stress coping style when they are unable to fulfill assignments in physical education. First, in order to select the items for the present scale, coping descriptions were collected from previous studies of stress coping. Factor analysis of data from 827 junior high school students resulted in a Stress Coping Scale for Junior High School Students in Physical Education Classes (SCS-PE) consisting of 26 items, which had 3 subcategorized factors:“searching for strategy,”“avoidant thoughts and behavior,” and “mental stability.” The reliability of the new test was examined through Cronbach's α, using the test-retest method. The resulting coefficient was satisfactory, thus the test's reliability was verified. Furthermore, the test's validity was also verified in the following subcategorized respects: construct validity, criterion-related validity, cross validity, and discriminant validity. The present results show that the SCS-PE is a reliable and valid scale for measuring junior high school students' stress coping style when they are unable to fulfill physical education assignments. On the basis of the means and standard deviations found for the SCS-PE, evaluative norms were established as 5-point ratings.View full abstractDownload PDF (2124K) -
Gender and Major FieldKIYOHIKO KAWAUCHI2001 Volume 49 Issue 1 Pages 81-90
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the meaning structure of images (MSI) that college students have of blind students and deaf students. When 108 physical education majors and 137 education majors were asked to write descriptive qualifiers for each of the following concepts:“Blind Students,”“Deaf Students,”“Favorite Male Students,”“Favorite Female Students,”“Students with High Grades,” and “Myself,” this free association method resulted in 2686 qualifiers. My colleagues and I selected 43 of these on the basis of their frequency and their relevancy to the stimulus concepts. Analysis via the Quantification Theory III model indicated that the meaning structure of images about “Blind Students” were similar to that about “Deaf Students,” whereas the meaning structure of images about “Students with Disabilities” were the opposite of those about “Favorite Students” and “Students with High Grades.” Differences on the concepts of “Students with Disabilities” and “Favorite Female Students” were found between the male and female students, and between the education and physical education majors.View full abstractDownload PDF (1605K) -
MARI HASEGAWA2001 Volume 49 Issue 1 Pages 91-101
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSTwo studies were conducted to investigate the conception of freedom of speech in youth and college students. Participants in Study 1 were 207 elementary and middle school students (4th, 6th, and 8th grades) and 75 college students. The data revealed that (a) the participants recognized the importance of freedom of speech;(b) they understood its features in general;(c) when making judgments, they considered only the content of the speech (moral, conventional, prudential, or personal), and not the type of audience (adults, children);(d) there were age differences in judgments among the 4th, 6th, and 8th graders in the content of the conventional, prudential, and personal domains;(e) they did not differentiate 2 types of judgments (permission for certain speeches and the legitimacy of legal prohibition); and (f) judgments were associated with grade in school, justifications used to support freedom of speech in general questions, and judgments about violations of hypothetical laws restricting freedom of speech. The findings of Study 2, in which the participants were 97 elementary and middle school students (4th, 6th, and 8th grades), supported the view that there were age differences in the judgments.View full abstractDownload PDF (1864K) -
Using a Value Scale Construction TaskKEIKO SAKAI2001 Volume 49 Issue 1 Pages 102-111
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSDifferences in the conceptualization of personal values, and to explore how such differences arise. 5 psychology majors were asked to prepare 2 items appropriate for measuring each of 6 values (theoretical, economic, aesthetic, religious, social, and political) proposed by Spranger (1922). The 60 items (2 items × 6 values × 5 students) were considered to be the students' conceptualization of those values. To describe each item, the 60 items were correlated with the Value-Intending Mental Act Scale (Sakai & Hisano, 1997), which also was constructed to measure the 6 values proposed by Spranger. Although 38 of the 60 items correlated with the corresponding value scale on the Value-Intending Mental Act Scale (r≥ 0.20), other items were not correlated with the corresponding scale, but rather with some other value scale. It was inferred that the contents of these latter items reflected the personal value orientations of the item makers. The significance of such variety, and the subjectivity of using value conceptualizations for the investigation of values, were discussed.View full abstractDownload PDF (1825K) -
Team Teaching Guidance and Consultation-A Case StudyYUJI URANO2001 Volume 49 Issue 1 Pages 112-122
Published: March 30, 2001
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe number of out-of-control classrooms has been increasing in Japanese elementary schools. Students seem to be rebelling against teachers and class management. As a result, productive lessons cannot be accomplished. The present article reports a detailed experimental case study of a sixth grade elementary school classroom with 31 pupils. To improve this out-of-control classroom, we consulted with the teachers, and were supported by team teaching. After assessment of the students' and teachers' perceptions, the following topics were discussed:(1) how to improve students' perceptions, and (2) how to deal with students in out-of-control classrooms. Once the team teachers' support had been faded out, we found that the out-of-control classroom had improved, as had the perception between teachers and students. The present study demonstrates that an intervention focused on the relations between teachers and students may be able to help to improve out-of-control classrooms.View full abstractDownload PDF (1936K)
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