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Volume 57 (2009)
- Issue 4 Pages 393-
- Issue 3 Pages 263-
- Issue 2 Pages 131-
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Volume 57, Issue 3
Displaying 1-10 of 10 articles from this issue
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Articles
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RYOKO URAGAMI, YAYOI KOJIMA, YOKO SAWAMIYA, YUJI SAKANO2009 Volume 57 Issue 3 Pages 263-273
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe present study focuses on the drive for thinness in adolescent males. Recently, a concern about thinness seems to be spreading even to men. The authors considered a psychological model that might establish a drive for thinness through the channel of a pros-and-cons mindset about body shape. The hypothesis was that benefits related to this mind set might, from a self-perspective, be self-affirmation, and from an other-person perspective, interpersonal relations. Adolescent males (N=224) completed a questionnaire developed to examine relations between the drive for thinness and personality traits that might affect a pros-and-cons mindset about body shape. Of the responses, 131 considered themselves to be fat. The results indicated that traits such as praise-seeking, rejection avoidance, and level of satisfaction toward one’s body were linked to a drive for thinness. Further analysis suggested that a sense of benefit for thinness from the self-perspective, such as feeling more confident after losing weight, directly affects the drive for thinness. The analysis indicated that other variables may affect this drive through the sense of benefit for thinness from the self-perspective. In order of relevance, they were (a) from self-manifestation, (b) from dissatisfaction or anxiety about oneself, and (c) from degree of obesity as viewed by oneself.View full abstractDownload PDF (528K) -
TAKAKO HAYAKAWA2009 Volume 57 Issue 3 Pages 274-283
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to investigate factors that affect preschool children’s expectations regarding apologizing behavior in interpersonal conflict situations, focusing on (a) whether expectations regarding the apologies differed depending on the intentionality of the offending behavior, and (b) whether the prospect of future relations differed, depending on the intentionality of the offending behavior and the expectation that the offender would apologize. Participants, 32 four-year-olds, 39 five-year-olds, and 39 six-year olds, were read fictional scenarios of intentional and accidental conflict situations, and then asked to answer from the victims’ viewpoint. The results were as follows : (a) the 6-year-olds showed more expectation of an apology than the 4-year-olds did, suggesting that they required an apology in order for conflict to be terminated. Intentionality of the offending behavior had an effect in the 4- and 5-year-olds, but not in the 6-year-olds. (b) The prospect of future relations differed depending on the apology in the 5-year-olds, but not in the 6-year-olds. These results suggest that there may be a turning point in apologies around 5 years of age.View full abstractDownload PDF (571K) -
YOHJI FUSHIMI, KEIICHI MAGARA2009 Volume 57 Issue 3 Pages 284-294
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSMagara (2006) demonstrated that learners’ notion that a rule that they had been taught might have some exceptions prevented them from applying the rule to new instances. However, those learners’ notions of exceptions may have been influenced by their thinking of specific things. Another possible factor is their misinterpretation of the range of instances of the rule. In the present study, undergraduates (N=414) were given a scientific rule (e.g., the thermal conductivity of metal is higher than that of nonmetal), or a logical rule (e.g., all Xs are Q), and their estimation of the range of instances of the rules was investigated. Many participants discounted the range of instances of even the logical rules, not only the scientific ones. Those who discounted the range of instances of a rule did not apply the rule to new instances in the test session.View full abstractDownload PDF (558K) -
SHINICHIRO KAKIHANA, JUKO ANDO, MAKI KOYAMA, SHOKO IITAKA, IZUMI SUGAW ...2009 Volume 57 Issue 3 Pages 295-308
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSRelations between cognitive factors and kana literacy were examined in the present study. Participants were 55 normally developing Japanese children between 3 and 4 years old. The children’s literacy abilities were measured with 4 tasks : letter-sound knowledge, ability to read special syllabic notations (i.e., digraphs, long vowels, and geminate stop consonants), orthographic knowledge of long-vowel words, and reading fluency. To investigate the cognitive factors involved in kana literacy, the children’s proficiency was tested the following tasks : mora awareness, digit span, nonword repetition, receptive vocabulary, and visual-perceptual ability. Although, even after controlling for age, all the cognitive factors were related to the children’s letter-sound knowledge, logistic regression analysis revealed that mora awareness was the only significant, independent predictor of letter-sound knowledge. The results on the measure of reading ability of special syllabic notations indicated that only the long-vowel notation differentiated the children’s performance with nonword repetitions. Similarly, only the orthographic knowledge of long-vowel words was related to receptive vocabulary. However, when the children’s choices of alternative spellings (e.g., satoo for satou) were considered to be correct answers, the task testing the children’s orthographic knowledge of long-vowel words turned out to be significantly related to mora awareness, nonword repetition, and visual-perceptual ability tasks. Reading fluency was related not only to the children’s performance on the 2 phonological short-term memory tasks (digit span and nonword repetition), but also to their orthographic knowledge of long-vowel words.View full abstractDownload PDF (587K) -
AYA HOSODA, SEIICHI TAJIMA2009 Volume 57 Issue 3 Pages 309-323
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to investigate influences of social support on self- and other-affirmation in junior high school students. The present study focused on companionship, as one kind of social support that contributes to well-being, even though it is not aimed at alleviation of stress. Students (N=305) were asked to rate the perceived social support from their father, mother, a friend, and a teacher. The data were analyzed in terms of the types and sources of social support. The results revealed that (a) the degree of parental support was higher in the students who had high self- and other-affirmation than in those who had low self- and other-affirmation, (b) support from a friend was related to self-affirmation, and (c) in the instrumental support from a teacher, the interaction between self-affirmation and gender was significant. A series of analyses indicated the important of parental support and also a difference in support networks between the boys and the girls. Companionship from parents and a friend was profitable for enhancing self- and other-affirmation. The effect of companionship from fathers on affirmation was discussed.View full abstractDownload PDF (599K) -
AYAKO ONISHI, MASAYUKI KUROKAWA, TOSHIKAZU YOSHIDA2009 Volume 57 Issue 3 Pages 324-335
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to examine the influences of students’ teacher recognition on abuse. Elementary (n=240) and junior high school students (n=307) completed a questionnaire that asked about the students’ teacher recognition, class norms regarding abusive behavior, the likelihood that the respondent would feel guilty because of having abused others, and potential participation in abusive acts toward a classmate. A hypothesized model was investigated by utilizing structural covariance analysis. The results were as follows : (a) the class norms regarding abusive behavior and the likelihood of feeling guilty had an inhibiting effect on potential participation in abuse both for the sake of amusement and for the sake of punishment, (b) the students’ teacher recognition of acceptance, affinity, confidence, and objectivity had a facilitative effect on the class norms regarding abuse and on the likelihood of feeling guilty, (c) the fear of the students’ teacher recognition and the class norms regarding abusive behavior facilitated the likelihood of feeling guilty, and (d) the students’ teacher recognition of punishment suppressed the students’ potential participation in abuse, both for the sake of amusement and for the sake of punishment. The importance of teachers’ influence on preventing abuse was discussed.View full abstractDownload PDF (555K)
Articles [Applied Field Research]
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Motivation, Self-Reports, and Teachers’ and Classmates’ Rating Skills ScaleMASAHIRO HONDA, YOSHIYUKI OHSHIMA, KUNIJIRO ARAI2009 Volume 57 Issue 3 Pages 336-348
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe present study examined effects of classwide social skills training (CSST) for maladjusted junior high school students. Participants were 228 students in 6 classes. To select the target skills, we assessed needs of the teachers and the students. Focusing on 2 of the skills, good listening and saying warm words, we oriented the students by presenting the classwide social skills training and the target skills. In order to assess effects of the training, the participants completed a questionnaire that included self-reports, teacher ratings, and classmate ratings on the target skills before and after the training. The results were as follows : The maladjusted students’ scores on classmate ratings skills and acceptance by classmates increased. The 9th grade students’ classmate-rating scores and some of the self-rating skills increased, although some of the teacher-rating skill scores decreased. Discussion dealt with the effectiveness of considering students’ needs when selecting target skills, the effects and limits of classwide social skills training for maladjusted students, and differences among the results from the self-reports, teacher ratings, and classmate ratings.View full abstractDownload PDF (529K) -
Conditioned Discrimination by a Boy With AutismKUNIHIKO SUTO2009 Volume 57 Issue 3 Pages 349-360
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to examine how a child with autism inferred the near-future course of another person’s behavior, utilizing cues in the external environment, and how he initiated social behavior by drawing from these inferences. In Study 1, a 9-year-old boy with autism was trained to calculate another person’s rate of working on a task, and, from that, predict whether the other person could or could not finish the task within a time limit, that is, he learned reasoning. In Study 2, the same boy was instructed to assist the other person if the boy predicted that that person could not finish a task within the time limit. He was able to do this, using the reasoning that he had learned in Study 1. The present study showed the following : (a) the boy could learn to use as a stimulus a cue like working efficiency that is not a visible discriminative stimulus, (b) he could flexibly use various stimuli as discriminative stimuli, including the number of the other person’s responses, time, and the time limit, and (c) the boy’s helping behavior was affected by his reasoning.View full abstractDownload PDF (1219K) -
TOMONORI ICHIYANAGI2009 Volume 57 Issue 3 Pages 361-372
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe present study aimed to clarify characteristics of how students in different classrooms listen in classroom discussions that are on different subjects. Observations were made and immediate recall tasks completed in 2 fifth-grade classrooms during reading and social studies lessons. In addition, those students’ homeroom teachers evaluated their own students’ listening ability. Analysis of variance (ANOVA) showed that (a) the students who were identified by their homeroom teacher as “good listeners” could capture others’ utterances in their own words while actively focusing on the content, its connections, and who spoke, whether or not they themselves spoke ; (b) the way that the students monitored the sources of utterances and focused on the flow of discussions differed between the two subjects, which had different task structures ; and (c) the differences described in (b) were different in the 2 classrooms. These results suggest that differences that are associated with the classroom, the subject, and the task structure affect how students listen to classroom discussions.View full abstractDownload PDF (537K) -
TOMONORI ICHIYANAGI2009 Volume 57 Issue 3 Pages 373-384
Published: 2009
Released on J-STAGE: February 29, 2012
JOURNAL FREE ACCESSThe aim of the present study was to clarify the effects of teachers’ revoicings on students’ listening and learning. Fifth-grade social studies classes in 2 elementary school classrooms were observed, and then given immediate recall and comprehension tests. The results showed that revoicings involving blackboard representations provided additional opportunities for the students to listen to others, supporting the students’ listening as effectively as oral revoicings did. Moreover, different styles of revoicings affected both how the students listened and how well they comprehended. When the teacher in 1 of the classes presented the students’ utterances on the blackboard using revoicings and positioned the utterances as the central theme of each lesson, the students integrated some of the utterances into 1-sentence summaries of the theme. In the comprehension test, the students used their memory of these summaries to express the substance of what was learned in class. In another class, where the teacher used revoicings to clarify the meaning of the students’ statements, the students recalled both the utterances and the names of the speakers. In the comprehension test, the students demonstrated that they could express their understanding in their own words.View full abstractDownload PDF (536K)
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