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Volume 59 (2011)
- Issue 4 Pages 385-
- Issue 3 Pages 267-
- Issue 2 Pages 131-
- Issue 1 Pages 1-
Volume 59, Issue 3
Displaying 1-8 of 8 articles from this issue
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Articles
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Differences Resulting From Attributions of an Event and Intimacy With the OtherSHOTA OGAWA2011 Volume 59 Issue 3 Pages 267-277
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe purpose of the present research was to clarify influences that attribution of an event and intimacy with another person have on positive and negative feelings when one has sympathy with the other. University students (N=304) completed a questionnaire evaluating the affect they had when sympathizing with another, after having read a story describing sympathy with an illness, a scholastic failure, or personal problems. For all the stories, dejection was higher in those students who attributed the cause of the problem to low ability than in those who attributed it to interference from another person or to bad luck. Reported pleasure was higher, and repulsion lower, in relation to persons close to the respondent than to unknown persons. Dejection varied according to the attribution of the negative events, whereas pleasure and repulsion varied according to the degree of intimacy with the other.View full abstractDownload PDF (504K) -
Reliability, Validity, and Clinical UsefulnessSATOSHI USAMI, NAOKO NAGOSHI, TADASHI HIDANO, KEIKO KIKUCHI, YUKIKO HA ...2011 Volume 59 Issue 3 Pages 278-294
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSIt would be useful to have a reliable psychological test for evaluation of social adaptive skills of children who have developmental and/or intellectual disabilities. The present research reports the development of such a test. In a preliminary survey, the content, expression, level of difficulty, and internal consistency of each item was evaluated, based on data obtained mainly from children without disabilities (N=959). In the main survey, properties of the Social Adaptive Skills Test were investigated more intensively through item analysis and some factor analytic methods, based on data obtained from both children without disabilities (N=2027) and children with special needs (N=560). Sufficient internal consistency was obtained for 4 specified subscales; factorial validity was also confirmed for the one-dimensionality of the items. The discussion explains some properties of the test, such as the Social Adaptive Skill Quotient based on percentile data, and horizontal expression of attained skills for intrapersonal evaluation. Finally, the clinical usefulness of the test is described through description of its use with a child with attention-deficit hyperactivity disorder.View full abstractDownload PDF (772K) -
HIROKO FUJISATO, MASAHIRO KODAMA2011 Volume 59 Issue 3 Pages 295-305
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe purpose of the present study was to investigate influences of the Sense of Coherence, a core concept in salutogenesis, on the stress and sense of growth associated with job-hunting. University seniors (N=127), who were either in the process of job-hunting or had finished job-hunting, completed a questionnaire about Sense of Coherence, their job-hunting stress and job-hunting-related sense of growth, the extent of their job-hunting behavior, and job-hunting situations. The results from structural equation modeling indicated the following: (a) 3 components of the Sense of Coherence had little relation to the participants’ job-hunting stress, (b) manageability and meaningfulness had a positive influence on the participants’ job-hunting-related sense of growth, and (c) on the whole, comprehensibility had a negative influence on the participants’ job-hunting-related sense of growth.View full abstractDownload PDF (554K) -
TOMOTAKA MISHIMA, ERI HAYASHI, TOSHIAKI MORI2011 Volume 59 Issue 3 Pages 306-319
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present study explored the concept of ibasho (sense of belonging) in situations in which student teachers were part of small practice teaching groups at schools, and examined effects of ibasho on the development of their view of themselves as teachers. Participants in the study were 140 student teachers (51 males, 89 females). The major findings were as follows: (a) Exploratory factor analysis of the concept of ibasho revealed 3 major factors: “sense of self-acceptance”, “sense of role”, and “empathy”. These three all improved after practice teaching. (b) Multiple regression analysis indicated that “friendly experiences in informal settings” and “cooperative experiences in formal settings” influenced ibasho in general. Gender differences were also revealed. For the female student teachers, “instruction and support from mentors with regard to classroom teaching” influenced their “sense of role”. (c) Multiple regression analysis also indicated that an increase in “sense of role” influenced the “degree of desire to become a teacher” of the female student teachers, and the “teacher image” of the males. (d) For the male student teachers, increased ibasho influenced their “teacher efficacy”.View full abstractDownload PDF (576K) -
TOSHIHIKO SHINDO, KEIICHI MAGARA2011 Volume 59 Issue 3 Pages 320-329
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSPrior research demonstrated that students, even at the university undergraduate level, thought that when the length of the sides of a rectangle was enlarged k times, the rectangle’s area was also enlarged k times. It was hypothesized that this “illusion of linearity” was the result of inappropriate mental operation of the formula for the area of a rectangle. The aim of Experiment 1 was to increase learners’ understanding of the following rule: “If length×k, then area×k2”. Participants (159 undergraduates) were divided into 3 groups. As a demonstration of incorrect linearity, materials were prepared to substantiate the participants’ incorrect mental operation. Group A was presented with 2 rectangular photos of a face, one of which was the original photograph, the other, the same photograph enlarged 3 times by enlarging only the width of the original, so that the enlarged version was an oblong version of the original. Group B was presented with 2 rectangles that were the same shape as the photographs used in Group A. Group C was presented no such materials. The performance of the students in Group A was best on the post-test. Experiments 2 (233 undergraduates) and 3 (109 undergraduates) demonstrated that the oblong was effective in changing the students’ understanding only when it gave them a sense of incongruity in contrast to actual objects.View full abstractDownload PDF (698K) -
Use of Information About Appearances and CategoriesYUURI ISHIDA2011 Volume 59 Issue 3 Pages 330-341
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSThe present research investigated the role of knowledge in young children’s inductions. Experiment 1 examined inductions made about unfamiliar properties on the basis of category membership. Children (N=57 boys, 57 girls ; ages 3, 4, and 5) were taught unfamiliar properties about target objects and then asked whether each property would generalize to each of 4 test objects that belonged to the following types of categories: subordinate, basic, superordinate, and unrelated. The children were also asked whether each of the 4 test objects belonged to the same category as the target objects. The results indicated that the children drew inferences more on the basis of appearance than of category membership. Experiment 2 examined children’s inductions about familiar and unfamiliar properties. Participants were 40 boys and 40 girls, ages 4 and 5. The results indicated that the children were more likely to base inferences on category membership when they were making inferences about familiar properties than when doing so about unfamiliar properties. In both experiments, the 5-year-olds paid more attention to category membership than the 3- and 4-year-olds did. The present findings suggest that while making inductions, young children use their knowledge of properties.View full abstractDownload PDF (610K) -
Intervention Based on SBT TheoryTATSUSHI FUKAYA2011 Volume 59 Issue 3 Pages 342-354
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSAlthough published research has demonstrated some effects of self-explanation training, it is still unclear as to what kind of training leads to a deep understanding of scientific concepts. The present study addresses this issue by investigating effects on the understanding of scientific concepts of training based on SBF (Structure-Behavior-Function) theory, in which complex systems were described in terms of the function and behavior of the system. Eighth-grade students were assigned either to an experimental group (n=48), in which the students practiced preparing questions and answers in relation to the function or behavior of a biological system, or a control group (n=26), in which the students practiced preparing questions and answers in general, not restricted to the function or behavior of biological systems. The results indicated that the students in the experimental group tended to do better on comprehension questions than the students in the control group. In addition, inferences about the function or behavior of the system during the learning had an impact on the students’ scores on the comprehension questions.View full abstractDownload PDF (661K)
Article [Applied Field Research]
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Effects of a Method Involving Answering Pre-Questions and Judging Confidence in the AnswersKEITA SHINOGAYA2011 Volume 59 Issue 3 Pages 355-366
Published: 2011
Released on J-STAGE: March 27, 2012
JOURNAL FREE ACCESSAlthough preparation seems to be effective for meaningful learning, previous research has indicated that effects of preparation are moderated by learners’ beliefs about learning. Preparation such as reading a textbook before a lecture is not effective for those who think of learning as memorizing facts. The present study examined the effectiveness of a method of preparation that directs learners to meaningful learning in a 5-day program of learning about history. Junior high school students (N=53) were assigned to either an experimental group, in which participants answered questions about causal relations in history that were presented to them and judged their confidence in their answers, or a control group, in which participants were only presented with the questions during their preparation. The results indicated that the participants in the experimental group had higher scores on a test that asked about causal relations in history.View full abstractDownload PDF (515K)
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