心理科学

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When children take maladjustment act in school, it is most restless action. Although people are interested in ADHD or LD recently, don't judge a strange child to be ADHD or LD immediately. First of all, after observing, you should see various factors. The development theory of Erikson, E. H. can be referred to. There is criticism that the theory of Erikson does not match the times. However the theory has also a universal portion in the times. In this paper, the case of the child who took maladjustment act was analyzed. The data of the interview was taken up, divided into a category and analyzed by the method of conceptualizing further. The boy had been affected by his teacher and his mother. His teacher was anger, and his mother was excessive meddling. Therefore, the boy not only thought that study was boring, but was oppressed at home. He did not study well, and he lost his confidence. He had no friends. Then, the writer interviewed with his teacher and his mother, and gave the boy assistance. Furthermore, their attitude changed. In addition, he also did. He became serious, regained his confidence and was able to play with many friends. The development theory in the childhood of Erikson also has a universal portion even if the times pass. However, we mustn't disregard a change of the times. It is important to consider it. Children's friendly relations is also changing.

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This study aimed to investigate both comprehension and production abilities of figures and tables. Although these cognitive tasks are incorporated in the curriculum in various subjects at elementary school, it is a fact that there are quite a number of students who feel difficulties in these tasks. Two groups participated in our investigation. One was 128 six graders who had almost finished their curriculum at elementary school, and the other was 126 undergraduate students who were considered to be more familiar with these tasks. We focused on the two points of information quantity and the form of presentation of figures and tables. Our results indicated that the way of comprehension varied when the form was different, and that the older participants were able to report not only the presented facts but also the inferences drawn from the facts. As for the production of figures, it was shown that even the younger participants could draw an appropriate figure when information quantity was limited. There was no consistent correlation between the comprehension and production in each participant.

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