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Volume 50 (2002)
- Issue 4 Pages 393-
- Issue 3 Pages 261-
- Issue 2 Pages 129-
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Volume 50, Issue 4
Displaying 1-11 of 11 articles from this issue
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YUTSUKO HANO, SHIN HORIE2002 Volume 50 Issue 4 Pages 393-402
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present research examined how pre-service teachers' practical knowledge changes in the course of teacher education. Participants were 79 pre-service teachers (33 men, 46 women) who did simulated student teaching in their second year at Shiga University, and practice teaching in theirthird year. They were asked for metaphors for the subject matter on 3 occasions: at the beginning of the simulated teaching, after the simulation, and after their student teaching. The results were as follows.(1) Each time they provided metaphors, the number of food metaphors increased, and the quality suggested a complex conception of a lesson.(2) After they experienced the simulation, they showed an active attitudetoward teaching, but did not show autonomy as teachers.(3) After their student teaching experience, they strengthened their image of instruction as transmission, but at the same time, showed uncertainty about their own teaching decisions.(4) When asked about the function of the teaching materials used in lessons, the student teachers consistently mentioned 2 dimensions: (a) cognition, i. e., use as a tool to help pupils comprehend what the teacher said, and (b) instruction, i. e., as a way to present the lessons that they had prepared. Critical in training student teachers is training in preparing teaching materials, and providing information on how to evaluate teaching practices once the students are on the job.View full abstractDownload PDF (1760K) -
KYOKO FUJINO2002 Volume 50 Issue 4 Pages 403-411
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the friendships of 221 male juvenile delinquents in a juvenile classification home. Participants in the study were instructed to describe a friend with whom they had often interacted recently. The results suggested that most of the delinquents considered that their friends were accepted by those around them, such as their parents, and that they did not intend to break off their relationships. A factor analysis of reasons given for interacting with the friend found 3 factors:“trust/intimacy,”“acceptance/sympathy,” and “avoidance of discomfort.” Factor analysis of the nature of the relationship with the friend revealed 4 factors:“sharing their inner feelings,”“defense,” “seeking pleasure,” and “independence.” The participants' answers showed that their friendships were neither superficial nor temporary. In addition, the relation among the above factors showed that “sharing their inner feelings” was influenced by “trust/intimacy” and “acceptance/sympathy,” and that “independence” was influenced by “trust/intimacy” and “avoidance of discomfort.” Finally, how each factor was related to the participants' age and history of deviant behavior, as well as their friend's history of deviant behavior, was analyzed.View full abstractDownload PDF (1596K) -
Processing of Japanese Kanji Words by Learners of Japanese as a Second LanguageHSUEH-CHIN CHIU2002 Volume 50 Issue 4 Pages 412-420
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate the role of orthography and phonology in the comprehension of Japanese kanji words, by examining the interference of homophony and orthographic similarity. A semantic-decision task was performed by 12 native speakers of Japanese (average age 20.5 years), and by learners of Japanese who had either alpabetic (N=12, average age 26.8 years) or non-alphabetic (Korean, N=12, average age 26.4 years) orthography in their first language. The native speakers showed interference from homophones only when the targets were orthographically similar to the corresponding correct exemplars, indicating that both phonology and orthography contributed to their accessing kanji words. For the Korean learners of Japanese, however, the only interference found was from orthographic similarity, indicating that they relied on orthographic information more than phonological information in the recognition of kanji words. Moreover, for the learners of Japanese whose first language was alphabetic, interference was shown for both homophonic and orthographic similarity, indicating that they accessed meaning by mediating the phonology of the kanji words. These results suggest that the processing route of kanji words varies, depending on the language background of the reader.View full abstractDownload PDF (1758K) -
Story Comprehension by Young ChildrenHISAE YUI2002 Volume 50 Issue 4 Pages 421-426
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSLimitation of working memory capacity is presumably one of the factors that affects young children's comprehension of stories. The present study investigated whether story comprehension by children with limited working memory capacity would be improved if they were provided with information about the intentions of the character in the story. Participants in the study (40 boys and 31 girls, average age 5; 3 years, range 4; 5-6; 5 years) were divided into 2 groups: limited or large working memory capacity. Children in both groups were assigned to 1 of 2 conditions: with information or without information. In the with-information condition, prior to being exposed to the story, the children were provided with information about the character's intentions. In the without-information condition, no information was provided. The results showed that the children with limited working memory capacity performed more poorly than the children with large capacity. However, if, prior to exposure to the story, the children were provided with information about the character's intentions, the children with limited working memory capacity performed on the story comprehension task as well as those with large capacity. It was suggested that understanding the character's intentions plays a key role in comprehending the structure of stories, even in young children.View full abstractDownload PDF (1126K) -
Creation and Validation of a Scale of Reactions to Interpersonal ConflictCHIE TAKATSUJI2002 Volume 50 Issue 4 Pages 427-435
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study attempted to construct a teacher-report scale of preschool children's resilience in their daily life, including testing the reliability and validity of the scale. Stressful situations were selected on the basis of observations in a preschool, and adults with child-care experience rated the frequency and degree of displeasure of those situations. The resilience scale was constructed from situations rated as high in both frequency and degree of displeasure. Teachers rated their students; 289 four-to five-year-old preschoolers were rated. Internal consistency reliability was determined with Cronbach's alpha coefficient, and test-retest reliability assessed with the intraclass correlation coefficient for test-retest values. Both were acceptable. Factor analyses indicated a unidimensional structure for the scale. Intraclass correlations between teachers from the same class showed stability between raters. Validity was explored through scores on a positive sociometric test and responses to interpersonal conflict situations. Significant correlations were found between scores on the resilience scale and data on 3 variables provided by the children: positive sociometric scores, degree of displeasure at a situation in which a peer broke a promise, and scores on doll play that were rated from the perspective of resilience.View full abstractDownload PDF (1680K) -
YURIKO KAYAMOTO2002 Volume 50 Issue 4 Pages 436-445
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the mental processing of Japanese kanji (Chinese-origin characters in the Japanese language) by native speakers of Chinese who had studied Japanese. A lexical decision task (Experiment 1) and a naming task (Experiment 2) were used to investigate the effects of the form, pronunciation, and meaning of kanji on visual word recognition. The stimuli were 8 groups of Japanese kanji, half of which were the same as characters in the Chinese language, and half of which were different in terms of form, pronunciation, and/or meaning. It was concluded that in the mental lexicon of the Chinese speakers who had studied Japanese, Japanese and Chinese words with the same form, similar pronunciation, or similar meaning were closely linked. Moreover, meaning was activated in both the lexical decision task and the name task. Information about the pronunciation of the characters was important in the naming task, which required overt phonological responses. However, such was not the case for the lexical decision task, in which overt phonological output was not required.View full abstractDownload PDF (1838K) -
YUKO YAMANA2002 Volume 50 Issue 4 Pages 446-455
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine young children's development of concepts about equal distribution. Preschoolers (N=288: 3 to 6 years old) participated in an individual experiment in which, on each trial, each child was given 12 wooden chips and asked to put an equal number of chips on each of the plates in front of the child. The main results were as follows: (1) correct performance increased with age; (2) Although a cyclic distribution strategy, in which the children distributed chips in cycles was used by children in all age groups, it enhanced the probability of correct responses in only the older children; (3) 2 strategies not previously mentioned in the published literature were observed: a one-round distribution strategy, in which all chips were distributed in 1 round, and an empty strategy, in which at least 1 plate was left empty; and (4) the one-round distribution strategy includes a strategy in which the child knew the correct solution in advance of putting the chips on the plates. This strategy was named “unit strategy.” It did not necessarily increase with age.View full abstractDownload PDF (1770K) -
MICHIKO KUMANO2002 Volume 50 Issue 4 Pages 456-464
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated differences between voluntary and elicited self-disclosure. University students were divided into 2 groups: one in which the personal information to be disclosed was socially desirable (N=159), and another in which it was socially undesirable (N=156). The students completed a questionnaire on the extent of self-disclosure, the reasons for self-disclosure, and their feelings after self-disclosure, in 2 conditions: voluntary self-disclosure and elicited self-disclosure. The results were as follows: (1) When the personal information to be disclosed was socially undesirable, the extent of self-disclosure was higher for elicited than for voluntary self-disclosure.(2) Voluntary self-disclosure tended to be motivated by emotion, whereas elicited self-disclosure tended to be motivated by a desire to conform to social norms.(3) No significant differences were found between voluntary and elicited self-disclosure for negative feelings such as post-disclosure anxiety. Voluntary self-disclosure tended to be accompanied by a higher degree of relief, whereas elicited self-disclosure tended to be accompanied by a higher degree of self-esteem.View full abstractDownload PDF (1545K) -
A Developmental Analysis Based on Cross-Sectional DataTOSHITAKE TAKATA2002 Volume 50 Issue 4 Pages 465-475
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study was conducted to shed light on the developmental process in the internalization of cultural self-construal by Japanese. 840 respondents, divided into 6 age categories from elementary school sixth graders (average age 11.7 years) to adults on their forties and fifties (average age 46.4 years), answered a questionnaire that measured (1) frequency and different aspects of everyday social comparison,(2) the degree of internalization of the independent and interdependent construal of self,(3) self image, and (4) perceived sources of self-knowledge. Path analysis revealed that (1) a low level of independent self view, internalized through other-directed social comparison, leads, after middle adolescence, to self-critical images which have self-observation as a major perceived source and social feedback as a minor one; (2) other directed social comparisons, in contrast, result in an independent self-view and high interdependency, which in turn lead to a positive self-image in late childhood and early adolescence; and (3) Japanese characteristics of self, consisting of a high level of social comparison, interdependent self-view, negative self-image, and self-observation as a perceived source of self-knowledge, are more evident in adolescence than in adulthood. These findings suggest that the interdependent construal of self is passively acquired in late childhood, whereas it is primarily and actively internalized in adolescence, during which those internalized self-views are then secondarily arranged to form the independent self-view of adults.View full abstractDownload PDF (2087K) -
MIKAKO HATTORI2002 Volume 50 Issue 4 Pages 476-486
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined a method intended for teaching children with severe reading disabilities how to read Japanese hiragana characters. The participant in this case study was a second grade boy with a reading disability. Although the boy did not have general intellectual retardation, he had difficulty in sequential processing, especially auditory short-term memory, in searching for abstract forms, and in visual short-term memory. First, his recognition of the form of the hiragana characters was improved by using a method in which a meaningful word was presented together with the hiragana character and its pronunciation (phoneme). With that method, he became able to read all the hiragana characters orally. Subsequently, drill exercises such as identifying characters, searching for characters matching pictures, searching for pictures matching the characters, word identification, recitation of the characters' sounds, and use of word flash cards, attempted to improve the efficiency of his reading. Although he initially had difficulty reading, he quickly became able to comprehend words.View full abstractDownload PDF (2005K) -
A Review of School-Based and Classroom-Based ApproachesNAOHIRO MATSUO2002 Volume 50 Issue 4 Pages 487-499
Published: December 30, 2002
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSSchool violence and bullying are very serious problems. Not only are there adverse effects on the victims, but the perpetrators and bystanders are also thought to be adversely affected. From now on, school counselors and school psychologists will be expected to plan and implement programs for preventing these problems before they occur, as well as caring for students who have been involved in incidents of violence and bullying. The purpose of the present article is to review the literature on programs aimed at preventing violence and bullying in schools, and to consider the outcomes and limitations of those programs. Many preventive programs have been developed quite recently, and findings regarding those programs are being reported by researchers in many countries. These programs, developed on the basis of theory and data, contain elements promoting awareness of the problem, social skills training, social problem solving, emotional management, and peer support. Countermeasures against relational, progressive aggression, and the possible role of the school in violence and bullying are also discussed.View full abstractDownload PDF (2382K)
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