The Japanese Journal of Educational Psychology
Online ISSN : 2186-3075
Print ISSN : 0021-5015
ISSN-L : 0021-5015
Volume 8, Issue 2
Displaying 1-8 of 8 articles from this issue
  • Giyoo Hatano
    1969 Volume 8 Issue 2 Pages 69-73,130
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The importance to the individual and society of admission standards seems chiefly due to the fact that the academic career of an individual determines his whole future, namely his professional and social life in general. Thus, since the success or failure of the admission into a school is of primary importance to every adolescent, the screening of applicants must be all the more valid and impartial.
    This study aimed to examine the validity and impartiality of the screening system of a senior high school and to compare of the predictive power of each instrument employed therein, taking as criteria the academic records in five major school subjects at the end of the first term. The subjects included some 350 tenth-graders of a senior high school in Yokohama, Kanagawa Prefecture. The validity coefficient of the screening system employed by the said high school, consisting of the grand total of two kinds of achievement test and academic records (5-point marks) in five major school subjects in the eighth and ninth grades (the second and third years in Japanese junior high school), was found to be as high as 840, and even up to. 897 when corrected for selection. However, when we averaged the difference- s'between the estimated criterion values (by the regression equation) and the actual values achieved by the graduates of the four junior high school, we found these means were significantly different. That is, there was a tendency for all the graduateS of one junior high school to be evaluated more highly in the screening and accordingly admitted more easily into the high school, compared with those of other junior high schools. This bias seems to be caused mainly by the difference in the standards of assessment of different school's, however, the possible effect of tutoring for the examination may not be disregarded.
    As for the predictive power of each instrument, the academic records in junior high school (scaled on an achievement test) correlated more highly with the criterion than the two kinds of achievement tests and showed the greatest beta weight in the battery including the two achievement tests. It would be difficult, however, to make a valid and impartial selection solely on the basis of the academic records in junior high school, abolishing wholly the achievement test which is often criticised for its undesirable effect on education. Therefore, it may be said, from the view-point of validity, that an achievement test is not orrly necessary for the scaling purpose, but also useful as a direct instrument for screening.
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  • Keisuke Sawada, Tadashi Hidano, Shin-ichi Jimbo, Hiroyoshi Hatori
    1969 Volume 8 Issue 2 Pages 74-81,131
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    This investigation was made to ascertain how much context helps students to understand the meaning of English words.
    Subjects: 584 students in Tokyo (7th-11th grades) For this purpose two forms of special tests for each grade were made:
    The words for which students were required to give Japanese equivalents and the words which were used contextually in sentences were selected from those which the students had already learned.
    The words given alone in form (A) tests were tested in form (B) tests in context.
    The other words given alone in form (B) tests were tested in form (A) tests in context. Form (A) tests and form (B) tests were given to different groups (nearly equal in ability).
    The results were as follows:
    (1) Words in sentences were easier to understand t han those given alone.
    (2) The percentage of understanding increased with grade level. There was a spurt at the 9th grade level.
    (3) The above results were also true in investigations controlled by I. Q. and in those using twins.
    (4) Context helped the superior students more than the inferior ones. The former showed a higher percentage of undersanding at the 9th grade ; the latter at the 10th grade.
    (5) The knowledge of words has some relation to general English ability.
    Superior students in the words tests showed better results not only in our all-round English test but also in the English ability checked by teachers in the following year.
    (6) The results of the present word test have rather high relation with those of the word test given by us in the previous year.
    (7) The same words tested at the different grades showd:
    Correct answers increased as the grade advanced. Inferior students did not know even the word they had learned in the lower grade, while most of the superior ones knew those words.
    (8) Analysis of the mistakes made by students showed:
    Mistakes due to the similarity of pronunciation and word form decreased in sentences, especially in the higher grades.
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  • Jun Haga
    1969 Volume 8 Issue 2 Pages 82-84,132
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    An English aural comprehension test was devised, which consists of thirty items under six categories.It was administered through the network of NHK, and was standardized upon the sample of 1267 third grade middle school students in Hokkaido. Analysis of the data revealed that though there was some sex difference in the mean scores (16. 07 for males, 15. 24 for females), the scores were almost mormally distributed within the range of 0 and 29, with the mean of 15, 64 in terms of the whole sample.
    The correlation coefficient of this test with a paper English achievement test was O. 78, which figure indicates that the aural comprehension ability is highly related to the abilities required for writing and reading English in the third grade students. As this aural comprehension test was tape-recorded by a Japanese teacher in English, one will nowbe recorded by a foreign teacher speaking standard English.
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  • Shigeo Takahashi
    1969 Volume 8 Issue 2 Pages 85-91,132
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    The purpose of this study is to investigate the nature of the relationship between overt aggression in the normal classroom behavior of children and the aggressive content they produce in their TAT, in their Hostile Sentence Construction Test (HSCT) protocols and in their compositions about their classmates.
    Previous studies and clinical theory in this area suggest specific hypotheses for investigation. These hypotheses may be stated as follows: 1) The relationship between aggressive content in the TAT and their compositions, and overt aggression, will be positive and linear. 2) There will be a curvilinear relationship between the aggressive content in the HSCT and overt aggression.
    Hypothesis 1. is based on a common assumption that the thematic material in general projects overt behavior in actual situation. Hypothesis 2 is due to our assumption that hostile content in the HSCT, as in the Rorschach, may be an expression of covert hostile tension.
    Two projective tests, TAT and HSCT, were administered to one hundred and twenty children between eleven and twelve years of age. Then they were asked to write freely the in relations with their friends.
    Their overt aggressions were rated by their classroom teachers.
    Results: 1) There was a significant relationship between the ratings of aggressions which was expressed in children's compositions and the ratings of their overt aggressions.
    2) There was no significant correlation between the hostile content they produced in their TAT and their overt aggressions.
    3) The ralationship between the HSCT and their overt aggressions was curvilinear. In other words, children rated at both extremes on display of overt aggressions, i. e., very aggressive or very nonaggressive, proved to be more aggressive in the HSCT than those children who were rated as moderately aggressive.
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  • On Schizophrenics and Neurotics
    Akira Yamada
    1969 Volume 8 Issue 2 Pages 92-105,133
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    This study was attempted to examine the results of M. M. P. I. with Rorschach test results of schizophrenics 44 (male 30, female 14) and neurotics 25 (male 13, female 12) in regard to the symptomtypology from a psychodynamic viewpoint.
    If the patient-groups of both diseases are classified into so-called negative and positive symptomtypes, the scales of the personality profile on M. M. P. I. showed generally low scores in the former and high scores in the latter by both diseases. Personality changes caused by schizophrenia and neuroticism were Gimiliarly shown as indicated by the quantitative deviation from the average mark of normal population on M. M. P. I. Therefore, two mechanisms (negative and positive symptoms) of so-called Neo- Jacksonism in each disease might be expressed similiarly on M. M. P. I. delete.
    In the Rorschach Test the value marks of Piotrowski's prognostic perceptanalytic signs were remarkably different in schizophrenics according to the degree of deterioration of their personalities, but in neurotics the value marks were largely similiar to those in schizophrenics of better prognosis.
    Schizophrenics were classified into 4 types from the psychodynamic aspect by combining the positive or negative nuance of symptom and the severely or sightly deteriorated degee of personality.
    This typology might coincide with the classification by combining the high or low personality profile- pattern on M. M. P. I. and the large or small value mark of Piotrowski's “prognostic perceptanalytic signs” in Rorschach test.
    It may be mentioned also with reference to neurotics, when Eichler's anxiety index was applied to both the positive and negative symptom-types, some of the item scores were high for the positive type and some were high for the negative type. Thus, it was possible to separate with considerable accuracy the two groups.
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  • Tsukiharu Kumae
    1969 Volume 8 Issue 2 Pages 106-111,134
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
    In this study preschool children were tested with a new method for the measurement of meaning. This method differs from usual ones such as questionnaire methods or paper and pencil test methods, in that it operationally determines the meaning of a word through actions. It may also be emphasized that this can be applicable even to children as young as 4 years in age because of the simple procedure of the method. It only requires each child to take out ‘many’ or ‘few’ etc. of small, thin ‘ohajikis’ (which are 1. 5cm in diameter) from a container and put them it a tray.
    The problem of this study is this: How scores (which are equal to the actual numbers of ‘ohajikis’ taken out) increase or decrease according to the variations of the conditions.
    The conditions are as follows: 1) background numbers contained in containers ; 100 or 200 or 300 ‘ohajikis’ are prepared as backgound numbers. 2) words used ; Five words of ‘hijoh ni ohi’,‘Ohku mo sukunaku mo nai’,‘Sukunai’,‘Hijoh ni sukunai’ were selected in this test. Here ‘Ohi’ means ‘many’,‘Sukunai’ ‘few’, and ‘Hijoh ni’ means ‘very’, 3) ages of subjects ; 4 years old, 5 years old and 6 years old all preschool children, participated in the test.
    The main findings are summarized as follows:
    1) Children do not necessarily receive the meanings of the words as ‘Hijoh ni ohi’ > ‘Ohi’ > ‘Ohku mo sukunaku mo nai’ > ‘Sukunai’ > ‘Hijoh ni sukunai’.
    It, however, seems certain from Table 2 and Figures (which are given in the Japanese text) that they understand meaning of ‘Ohi’ and ‘Sukunai’ correctly,‘Ohi’ being directly opposite word to ‘Sukunai’. It seems also that the meaning of ‘Ohku mo sukunaku mo nai’ is correctly accepted, although this word is unfamiliar for these young children.
    2) In general, the actual number of ‘ohajikis’ taken increases as more ‘ohajikis’ are made available in the container, but when referdd to each age group, the effect of increment in background numbers do not necessarily result in the increment of all scores. Scores are regarded as increased only in the cases of ‘Hijoh ni ohi’,‘Ohi’ and ‘Ohkn mo sukunaku mo nai’. It is recognized, at the same time, that the rate of increase in background numbers is not equal to that of scores. 3) Scores of ‘Hijoh ni ohi’,‘Ohi’ and ‘Ohku mo sukunaku mo nai’ tend to increase with age. This suggests that development of indeterminate number concept has a close relationship with that of determinate number concept. 4) With the exceptions of ‘Hijoh ni ohi’ and ‘Ohi’ and ‘Hijoh ni sukunai’ and ‘Sukunai’, the older the child, the more be seems to differentiate between the meanings of words.
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  • Ryuji Ito
    1969 Volume 8 Issue 2 Pages 112-123
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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  • 1969 Volume 8 Issue 2 Pages 130
    Published: October 15, 1969
    Released on J-STAGE: February 19, 2013
    JOURNAL FREE ACCESS
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