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Volume 52 (2004)
- Issue 4 Pages 359-
- Issue 3 Pages 219-
- Issue 2 Pages 93-
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Volume 52, Issue 3
Displaying 1-12 of 12 articles from this issue
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YOSUKE WAKAMATSU, MUNEHIRO OHTANI, KAYA KONISHI2004 Volume 52 Issue 3 Pages 219-230
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study examined the relation between elementary and junior high school students' perception of the value of learning activities and their motivation for learning. The measure of the perception that the activities or contents of everyday learning are valuable for success or happiness consisted of 4 categories:(1) appreciating the significance or legitimacy of the learning activities or their contents,(2) recognizing that the learning activities are valuable for future work or future life,(3) recognizing that the learning activities are valuable for entrance examinations for later school or occupation, and (4) not recognizing any value. The results common to both elementary and junior high school participants were as follows: The perception of the value of learning was positively correlated with motivation. Analysis of the degree of motivation among students who strongly held one of the above 4 perceptions revealed a decreasing amount of motivation from (1) through (4). This same result was found even when the degree to which the students liked the school subjects was controlled.View full abstractDownload PDF (10869K) -
KEIICHI MAGARA, TOSHIHIKO SHINDO2004 Volume 52 Issue 3 Pages 231-240
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSStatements taught to students can, in general, be described in proposition form, as “if it is p, then it implies q.” Examples obtained by embodying the antecedent “p” are called “substitution instances.” It is possible to obtain another type of example by embodying the consequent “q.” We conceptualized such examples as “symbolic instances.”The present experiments investigated effects of symbolic instances on the learning of historical statements. The first experiment, in which 87 fifth graders from 3 classes participated, examined the following:(1) whether symbolic instances would arouse learners' interest,(2) whether learners could accept new symbolic instances as probable, and (3) whether symbolic instances would promote learners' understanding of statements. The results supported the first of those, and partially supported the other two. The second experiment further examined whether learners could accept new symbolic instances as probable. Participants were 182 undergraduates. The results revealed that the effect could be confirmed only with new instances that were similar to the ones used in the learning sessions. The results also suggested that learners could accept new symbolic instances as probable if they learned multiple instances.View full abstractDownload PDF (1797K) -
YOHE OKIBAYASHI2004 Volume 52 Issue 3 Pages 241-254
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine whether providing guidance and group discussion to university students who had taken no courses in cognitive psychology or educational psychology Might improve their ability to read psychology articles critically. In Experiment 1, guidance was provided to 40 university students. Experiment 2 combined guidance and group discussions; participants were 44 university students. The results of Experiment 1 suggested that providing guidance improved students' critical reading performance. However, the results of Experiment 2 suggested that although group discussions increased the number of adequate critiques, the number of inadequate critiques also increased. These findings suggest that students' critical reading ability is more likely to improve if guidance is provided when they are engaged in group discussionView full abstractDownload PDF (2471K) -
Comparison to Performance on Tasks Using Discrete QuantitiesYUKO YAMANA2004 Volume 52 Issue 3 Pages 255-263
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to examine the development in young children of concepts and skills concerning equal distribution. Preschoolers (3 to 6 years old, N=144) participated individually in an experiment in which, in each trial, they were instructed to distribute sand equally into several plastic glasses. The results showed that only the 6-year-old children performed more or less satisfactorily; the younger children could not even off the contents of the glasses. The most frequently employed strategy was a cyclic distribution (CD) strategy, in which the children distributed sand into each glass in sequence, until no sand remained. The present results were inferior to those found in prior experiments that used discrete quantities such as chips. The results of the latter studies suggested that quality of performance increased with age. It was also suggested that when non-discrete quantities were used, young children could not make appropriate comparisons and were not able to adjust the amounts in the glasses.View full abstractDownload PDF (1349K) -
TETSUY IGARASHI, HISAKO HAGIWARA2004 Volume 52 Issue 3 Pages 264-276
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe relation between junior high school students' tendency toward non-attendance at school and their attachment for their parents in early childhood was examined through the responses of 480 junior high school students on a questionnaire. The main results were as follows:(1) The students who tended to go to school except to regular classes reported less secure attachment for their mothers. Those who tended to like having fun or engaging in delinquent activities reported less close attachment for their parents. Those who preferred to stay at home reported less strong attachment for their parents. Those who preferred to stay at home reported less strong attachment for the parent of the opposite gender. Moreover, students with psychological or physical symptoms reported more separation anxiety.(2) The girls who were classified as ambivalent toward their mother, or who had a different level of attachment for each parent, reported these tendencies strongly. The girls' results were different from those reported by the boys. These results suggest that girls are more sensitive than boys to emotional instability in their family.(3) In the boys, preferring to stay at home was related to avoiding their parents. These results also showed much the same patterns of social withdrawal as after adolescence.View full abstractDownload PDF (2146K) -
Beliefs About Learning and Knowledge About StrategiesRIE UEKI2004 Volume 52 Issue 3 Pages 277-286
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present study focuses on the importance of self-monitoring strategies and difficulties in helping students to utilize them. Ideal ways of teaching in order to resolve those issues are proposed. A series of experiments with high school students revealed the following:(1) only teaching students to change their beliefs about learning is not an effective way to get them to utilize self-monitoring strategies,(2) teaching students knowledge about strategies is effective temporarily, however, after 3 months, the strategies are no longer used, and (3) teaching students a combination of knowledge about strategies and strategies for reasoning was useful for the utilization of self-monitoring strategies. In that case, strategies were still in use 7 months later.View full abstractDownload PDF (1665K) -
MEGUMI OIKAWA2004 Volume 52 Issue 3 Pages 287-297
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSUsing distraction coping strategies effectively is one very important way to reduce the level of depression. It is suggested that a belief or expectancy about the effectiveness of mood regulation may be one of the preconditions for distraction to be effective. However, a strong belief in the effectiveness of mood regulation may not be useful in moderating depression, if the person uses distraction in a maladaptive way. The present study investigates the relation between the cognition of distraction effectiveness and depression by focusing on “addictive distraction.” A questionnaire measuring the cognition of distraction effectiveness, depression, and addictive distraction in the stressful context of an examination was completed by 336 college students. The results, analyzed with multiple regression analysis, were as follows:(1) The cognition of distraction effectiveness did not always moderate depression.(2) In those individuals with a high level of addictive distraction, a belief in the effectiveness of distraction did not reduce the level of depression.(3) The cognition of distraction effectiveness had different effects on depression, depending on the level of addictive distraction.View full abstractDownload PDF (1908K) -
Children's Evaluations and Outcome Expectations for Aggressive Responses and Types of AggressivenessAKIKO SAKAI, KATSUYUKI YAMASAKI2004 Volume 52 Issue 3 Pages 298-309
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate how 3 types of aggressiveness (reactive-expressive, reactive-inexpressive, and proactive-relational) influence elementary school children's social information processing. Elementary school children (grades 4 to 6; N=1,482) completed a set of questionnaires consisting of the Proactive-Reaction Aggression Questionnaire (PRAQ-C) and an originally developed hypothetical conflict situation instrument assessing children's response evaluations and outcome expectations for each of the above types of aggressive responses. Compared to the ratings by the non-aggressive children, expressively and relationally aggressive responses were evaluated positively by the reactive-expressively and proactive-relationally aggressive children, respectively. Proactive-relationally aggressive children also evaluated expressively and inexpressively aggressive responses positively. Reactive-inexpressively aggressive children, however, did not evaluate inexpressively aggressive responses positively. Structural equation modeling was conducted to verify whether the children's aggressiveness causes their social information processing distortion. The results suggested that reactive-expressive and proactive-relational aggressiveness causes social information processing distortion in expressively and relationally aggressive children, respectively, and that the former also causes social information processing distortion in expressively and inexpressively aggressive responses. The importance of intervention with proactive-relationally aggressive children was discussed.View full abstractDownload PDF (2244K) -
MIDORI TAKEZAWA, MASAHIRO KODAMA2004 Volume 52 Issue 3 Pages 310-319
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSIn the present study, we conceptualized immature and non-adaptive dependency as active and productive. Our first purpose was to develop an Interpersonal Dependency Scale, and to examine its reliability and validity. Our second purpose was to reexamine the concept of dependency by investigating the relation between self-confidence and self-evaluations regarding personal decision-making ability. A 20-item Interpersonal Dependency Scale (IDS), consisting of 2 sub-scales (Affectional Dependency and Instrumental Dependency) was developed, based on a factor analysis of 447 college students' responses to a questionnaire. Both Cronbach's alpha coefficient and test-retest correlations were sufficient to support the reliability of the Scale. Affectional Dependency and Affiliation Motivation, as well as Instrumental Dependency and Support Seeking, were positively correlated. These findings suggest that the Scale has high construct validity. Participants who reported high dependency tended to report trusting others more. In particular, women who reported high dependency tended to show more self-confidence. These findings suggest that dependency has positive aspects. Conversely, participants who reported high dependency had low evaluations of their decision-making ability.View full abstractDownload PDF (1741K) -
HISASHI OHNO, MADOKA MOGAKI, AKIKO MIYOSHI, KAE UCHIJIMA2004 Volume 52 Issue 3 Pages 320-330
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe main purposes of the present study were to construct a Multiple-Indicator Multiple-Cause (MIMIC) Model, based on the factors of the fulfillment sentiment model (Ohno, 1984), and to examine the structure of this model. The Multiple-Indicator Multiple-Cause Model hypothesizes that independence and self-reliance, solidarity, and trust affect the latent variable inclusive identity, and that inclusive identity affects fulfillment sentiment and satisfaction with life. The Fulfillment Sentiment Scale and the Satisfaction with Life Scale (Diener et al., 1983) were completed by 285 undergraduates. Covariance structure analysis was carried out in order to investigate the hypotheses of the Model. The results were as follows:(1) the goodness of fit index was high enough;(2) the validity of the factors of the Fulfillment Sentiment Scale was reconfirmed; and (3) the model fit the data regardless of gender. These results with a college student population suggest that fulfillment sentiment is a sense of fullness, that is, the wholeness of a more inclusive identity, not only in adolescents but throughout one's life.View full abstractDownload PDF (1795K) -
HIROYUKI MASUKAWA2004 Volume 52 Issue 3 Pages 331-343
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe present paper describes the curriculum of two courses and the evaluation of a collaborative knowledge construction method used in introductory cognitive science classes for undergraduates. In 1998, a curriculum on problem solving consisted of 3 phases: reviewing the literature, making relations, and integrating. The students collaboratively surveyed literature on the topic of their choice from a given selection, exchanged survey results with each other, and wrote reports on the integrated results. These collaborative activities were supported by an enhanced note-sharing system called ReCoNote, which helped each student construct his/her own knowledge collaboratively. The log-data pattern was analyzed by comparing it to a hypothesized ideal learning model. The students were found to be referring actively to others'notes and making relations as the model had hypothesized. The more active groups turned in higher quality reports with integrated summaries of the fundamental characteristics of human problem solving. In 2000, the curriculum was expanded to cover a wider range of the basic literature of cognitive science. The students engaged in active collaboration, and their reports demonstrated a higher degree of integration of knowledge. The improvements in the curriculum, the system, and its use all appeared to contribute to enhancing the quality of their learning.View full abstractDownload PDF (6883K) -
Qualitative Research on Legal CounselingKYOKO HARADA2004 Volume 52 Issue 3 Pages 344-355
Published: September 30, 2004
Released on J-STAGE: February 19, 2013
JOURNAL FREE ACCESSThe purpose of the present study was to investigate how professionals who are not associated with the fields of psychology or education counsel their clients. The specific example in the present study was legal counseling. Conversations between lawyers and their clients in 12 actual cases of practical legal counseling were recorded. Member check procedure was carried out in discussion with legal professionals. Results from an analysis of the lawyers' verbal behavior, using a grounded theory approach, revealed 15 categories, which were merged into 6 higher-order categories:(1) sharing problems,(2) sympathy,(3) transmitting judgments,(4) persuasion/counteraction,(5) promoting clients' understanding, and (6) concluding the interview. The conseling focused on sharing information about the clients' problems and transmitting the professionals' judgment. In addition, the data revealed sympathy as the basic attitude of the relationship, and also counteraction against clients' inappropriate goal setting and speculation, and approaches that promoted the clients' understanding. The categories in the present study, derived from the practical field of legal counseling, demonstrate characteristics of professional counseling that have not been dealt with adequately in the “helping” model.View full abstractDownload PDF (1957K)
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