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Volume 52 (2004)
- Issue 4 Pages 359-
- Issue 3 Pages 219-
- Issue 2 Pages 93-
- Issue 1 Pages 1-
Volume 52, Issue 2
Displaying 1-11 of 11 articles from this issue
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Asians in Voluntary Japanese Language ClassesTOMOKO HIFUMI2004 Volume 52 Issue 2 Pages 93-106
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purposes of the present study were (1) to investigate non-Japanese Asians' accommodation of conversation rules in situations in which they were talking with Japanese native speakers,(2) to use path analysis to examine factors influencing the symbiotic learning of Japanese as a foreign language by non-Japanese Asians in a voluntary class, and (3) to compare these results with those from persons from other Asian countries studying in Japan, and from that comparison, derive suggestions for educational practice. Factor analysis of responses on a questionnaire completed by 104 non-Japanese Asians (50 men, 52 women, 2 unknown sex average age 32.4 years) from 11 voluntary Japanese language classes revealed 4 conversation rules, which were correlated with Japanese language proficiency. Path analysis indicated that beliefs about nonverbal learning and motivation for the future facilitated the symbiotic learning of 3 of the conversation rules. Beliefs about nonverbal learning and motivation for the future were found to be affected by friendships and positive ethnic experiences. By comparison with students from other Asian countries, Asians in the voluntary classes were less proficient in Japanese and less sensitive to non-native speaker-native speaker situations.View full abstractDownload PDF (2221K) -
Japanese Words, Pictures, and Sign LanguageHIROHITO CHOUNAN2004 Volume 52 Issue 2 Pages 107-114
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the representational subsystems of people who are deaf. People who are deaf coded a mixed list of arbitrary signs, iconic signs, and pictures, and copied Japanese words. Based on their proficiency in Sign Language and Japanese, participants were divided into 4 groups: those with high proficiency in both Sign Language and Japanese (GG group), those with high proficiency in Sign Language, but low proficiency in Japanese (GP group), those with low proficiency in Sign Language, but high proficiency in Japanese (PG group), and those with poor proficiency in both Sign Language and Japanese (PP group). The results were as follows: The average item-recall scores in the group with high proficiency in both Sign Language and Japanese were best for arbitrary signs and iconic signs, intermediate for translation, and worst for copying. The group with high proficiency in Sign Language but low proficiency in Japanese had higher scores on arbitrary signs, iconic signs, and translation than on copying. Those with low proficiency in Sign Language but high proficiency in Japanese had higher scores on translation than on arbitrary sign, iconic sign, or copying. Participants who had poor proficiency in both Sign Language and Japanese had higher scores on translation than on arbitrary signs, iconic signs, or copying.View full abstractDownload PDF (1331K) -
HARUKA KIMURA2004 Volume 52 Issue 2 Pages 115-126
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSStudies of the paradoxical effects of thought suppression have reported that suppressing unpleasant thoughts paradoxically increases intrusions and negative affect towards the target thoughts. The present study investigated the effects of suppressing everyday events on intrusions, affective reactions, and cognitive appraisals. The experiments examined the effectiveness of a replacement strategy (focusing attention on some replacement thoughts) for preventing paradoxical effects. In Study 1, participants were asked to suppress a past irritating event. An increase in thought intrusions relative to control group results was observed only among the suppression-only group with no replacement thoughts, whereas the 3 groups with replacement thoughts showed no signs of paradoxical effects. In Study 2, the content of the replacement thoughts was systematically varied, and the effectiveness of the replacement thoughts examined both during and after the suppression of a past depressing event. The positive replacement thought group exhibited a significant reduction in paradoxical effects in terms of both actual frequency and self-reported frequency of thought intrusions. However, the negative replacement thought group showed no reduction in thought intrusions, and reported levels of negative affect as high as those reported by the suppression-only group. An increase in thoughts after the suppression period (the delayed rebound effect) due to the use of replacement thoughts was not observed. Thus, a replacement thought strategy seems to be useful in preventing paradoxical effects and promoting effective suppression. However, the effectiveness of this strategy is contingent on the content of the replacement thoughts.View full abstractDownload PDF (2227K) -
YOSHIFUMI NAKANISHI2004 Volume 52 Issue 2 Pages 127-138
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSCausal attribution may influence one's motivation through choice of strategies. The present study was conducted to explore how an individual's self-efficacy is affected by strategy attribution for success/failure, and to identify the types of strategies that contribute to changes in self-efficacy. Participants in the study were 80 high school students, 60 of whom were interviewed. While half of the interviewees were asked to attribute their success to strategies (Strategy Attribution for Success; SAS group), the other half were asked to attribute their failure to strategies (Strategy Attribution for Failure; SAF group). Participants completed questionnaires on self-efficacy before and after the interview. The results showed a statistically significant increase in the self-efficacy of the students in the SAS group. The results of a quantitative analysis conducted of the types of strategies the students said that they would prefer to use in the future indicated that the students in the SAS group were more likely than the students in the SAF group to choose a strategy that was directly connected with the process of learning.View full abstractDownload PDF (2008K) -
HIDEKI TOYODA, DAISUKE YONEMURA, AKIHIRO SAITO2004 Volume 52 Issue 2 Pages 139-147
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study proposes a new group analytic hierarchy process (AHP) model, using the notation of structural equation modeling (SEM). It is shown that commonly available computer programs for structural equation modeling, such as CALIS, can be used to estimate the weights of several criteria and alternatives for group AHP models. This method has several important features:(1) Various statistics can be used in order to evaluate these weights.(2) Evaluation of accuracy for weight estimation is possible.(3) Compared to the present group AHP model, the order of mature weights between several alternatives is kept. Therefore, it is concluded that the proposed method has adequate utility.View full abstractDownload PDF (1298K) -
Interaction of Pairs Using Different Strategies on Proportional ReasoningYUSUN GWON, NOBUYUKI FUJIMURA2004 Volume 52 Issue 2 Pages 148-158
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study investigated the effect of peer collaborative problem solving on strategy acquisition in relation to proportional reasoning. Fifth-graders (N=175) participated in 2 experiments. In Experiment 1, pairs of children solved a proportion problem together. One child used the lowest-level strategy and the other, the most sophisticated strategy. Their interaction patterns were superficial, such as imitating procedures, and learning effects were seldom found on the post-test. In Experiment 2, children using a strategy at a level one step higher than the low level used by the children in Experiment 1 were paired with partners using the most sophisticated strategy. Their interaction patterns were characterized as operational transacts, such as reconstruction of the partner's reasoning, and the learned strategy generalized to similar problems. A pair's composition seems to influence both the generalization of collaborative learning and the patterns of their social interaction.View full abstractDownload PDF (1726K) -
MIWA NAKAGAWA, AKIRA YAMAZAKI2004 Volume 52 Issue 2 Pages 159-169
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the study was to examine the relation between the type of apology offered by preschool children, viz., instrumental apologies and sincere apologies, and intimacy. The results suggested that intimacy had an influence on the type of apology used by the 6-year-olds. The 4-year-old children made instrumental apologies to children whom they were familiar with, whereas 6-year-old children gave instrumental apologies to children they were not familiar with, and sincere apologies to ones whom they knew. In addition, whether the children's apologies took account of their relathionships after the apology was also examined. It was found that 4-year-old children wanted to maintain good relationships with children they were familiar with, and gave them instrumental apologies, whereas although 6-year-old children wanted to maintain good relations with others, whether or not they were familiar with them, they gave instrumental apologies to children whom they were not familiar with, and sincere apologies to those whom they knew.View full abstractDownload PDF (1970K) -
Generation of a Hypothetical Model From the Grounded Theory ApproachMASAKI MIZUNO2004 Volume 52 Issue 2 Pages 170-185
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn Japan, most studies of youth's friendships follow a top-down, quantitative, hypothesis-verification approach. The present article, in contrast, uses a qualitative method, the Grounded Theory Approach (GTA), and “what does youth think about their relationship with their significant friends” is the research question(RQ). Under this RQ, data was collected from 19 youth in semi-structured interviews and analyzed by classifying into categories. Through these steps, 6 hypothetical ideas on structure, formation and the meaning of relationships, were revealed and a hypothetical model was generated. The results suggest that Japanese youth consider the core of their relationships to be deeply related to their self and peace of mind.View full abstractDownload PDF (2688K) -
Evaluating Evidences and Drawing ConclusionsRUMI HIRAYAMA, TAKASHI KUSUMI2004 Volume 52 Issue 2 Pages 186-198
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of this study is to investigate how critical thinking disposition and belief affect drawing conclusion process. First, we composed critical disposition scale. Four-hundreds and twenty-six university students completed critical thinking disposition questionnaire. Exploratory factorial analyses extracted four factors which were called ‘awareness for logical thinking’,‘inquiry-mind’,‘objectiveness’, and ‘evidence based judgment’. Reliability and validity were adequate to good. Second, we examined that critical thinking disposition and belief affect drawing conclusion process from contrary evidences. Eighty-five university students participated in this study. As a result, it was found that belief bias had influence on evaluation of the evidence. And it was found that the adequate evaluation of the evidence affects draw a correct conclusion. Furthermore,‘inquiry-mind’ that one of critical thinking disposition factors enables to avoid belief bias. So, it was revealed that this critical thinking disposition was an important factor to conclude correctly from contrary evidences.View full abstractDownload PDF (2142K) -
KOU MURAYAMA2004 Volume 52 Issue 2 Pages 199-213
Published: June 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThere has been little agreement as to the definitions of positive (approach) and negative (avoidance) goals. To clarify these definitions, this review introduces a framework for positive and negative goals in which 3 dimensions (reference, achievement, and outcome) are identified and defined strictly. To confirm the usefulness of this framework, the following was done:(a) The framework was applied to various research areas, including control theory, achievement goal theory, goal-framing studies, and regulatory focus theory.(b) The psychological functions of the 3 dimensions were investigated.(c) Using the framework, 2 process models that could explain the effects of positive and negative goals on human behavior were constructed: a behavioral activation system/behavioral inhibition system (BAS-BIS) mediation model and an affect-mediation model. In this way, many problems with the definitions of positive and negative goals could be resolved.View full abstractDownload PDF (2530K) -
2004 Volume 52 Issue 2 Pages 218-
Published: 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESS
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